14-Oct-2004, BUD

PICT, Draft Report on WP6

Curriculum Development Teaching Modules

ALEX DEFFNER VASSILIS BOURDAKIS

Dept. of Planning and Regional Development, School of Engineering, University of Thessaly (UTH), Volos, Greece

I.

Contents PARTICIPANTS CLASSIFICATION II. 4 CORE TEACHING MODULES III. 6 TEACHING MODULES FOR THE PUBLIC IV. 6 TEACHING MODULES FOR THE PLANNERS V. LEARNING MATERIALS VI. TIME SCHEDULE

2

I. PARTICIPANTS CLASSIFICATION

categories Age group Peculiarities of the Greek case study Peculiarities of other case studies

High % of elderly

Educational level Income level Employment status Household type

Very low, 50% illiterate, 21% school drop-out Very low, 50% below poverty line 24% much higher than the region Many single parent families

ethnic minorities

15% Roma, refugees and economic immigrants 3

II. 3 CORE TEACHING MODULES (13 units)

A. Introductory

1. Introduction to PICT(1 unit=1 teaching hour)

• 1.1. What is PICT (0,1 unit) PICT (

Planning Inclusion of Clients through e training

) 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 and the United Kingdom 4

Core 2 1.2. Project aims (0,1 unit)

• The project aims to facilitate effective public participation in planning, through the development and use of advanced ICT applications that may promote interaction and dialogue between planners and the public 5

Core 3

1.3. Who can benefit? (0,3 unit)

• The

citizen

who cares enough to better understand planning concepts and who would like to become involved in the shaping of urban planning decisions • The

local entrepreneurs

who are affected by planning decisions and would like to develop their capacity to take part in the planning process • The

planners

who can improve their skills on new planning and design technologies and their ability to engage more effectively in a dialogue with the local stakeholders, thus enlightening and nurturing the participatory procedures 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, to be used for public participation and teaching purposes at the national and European level 7

Core 5

1.4. Actions planned and expected results (0,5 unit) • The project starts by defining the conceptual and operational framework for

public participation in planning

. To that effect the project reviews and codifies theory and practice of public participation across Europe and compiles characteristic examples of good or not so good practice and legislation • Taking existing European experience as a starting point,

four pilot projects

are set up, one in each participating local authority. The pilot projects are launched by mapping out the needs of the citizen and planning professional as they relate to their capacity for facilitating interaction between them 8

Core 6

• Then a

planning issue

is selected to focus the participatory process on and

suitable ICT applications

are developed to illustrate points for discussion and interaction between the public and planners. A learning methodology is also compiled to enable all stakeholders involved increase their capacity for participation • To self-manage the process, each pilot area establishes a individuals

Local Consultative Committee

"task force" to offer advice and practical help to • The hosting of

local workshops and an international conference

are designed to raise public awareness and to widely disseminate project products and results and a 9

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

•

Belgium

– Hogeschool voor Wetenschap & Kunst Sint Lucas Architectuur •

Hungary

– Budapest University of Technology and Economics – WEBhu Kft. ICT Consultancy

Project duration

• The project started in November 2002 and will end in October 2005 For more information • please visit the project website www.e pict.co.uk

11

Core 9

B. Planning & participation (6 units)

2. Planning (4 units)

2.1. General concepts of urban planning (3 units)

2.1.1. Space, time and culture (0,5 unit) • Avoidance of

spatial determinism

: urban interventions can contribute or hinder already existing social tendencies, 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, 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 (0,5 unit) Use of

creativity

on culture (process from consumption to production) as a dynamic tool for urban innovation and imaginative action, focusing 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 (2 units) • Sustainable development in planning-three dimensions: society, economy and environment • Urban sustainability: a contradiction in terms? • 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’ (Girardet, 1999) 15

Core 13

• another (‘second degree’) definition of a sustainable city by Richard Rogers (1997): just, beautiful, creative, ecological, of easy contact & mobility, compact & polycentric, diverse • Kevin Lynch (1972): sustainability is ‘future preservation’ involving actions ethically or aesthetically internalised, 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’ 16

Core 14

• Sustainable cities-

best practice initiatives

according to ICLEI (International Council for Local Environment Initiatives) – Improved production/consumption cycles – Gender & social diversity – Innovative use of technology – Environmental protection & restoration – Improved transport & communication – Participatory governance & planning – Self-help development techniques 17

Core 15

people’s needs as starting point

– Clean air & water, healthy food & good housing – Quality education, vibrant culture, good health care, satisfying employment or occupation – Safety in public spaces, supportive, relationships, equal opportunities, and freedom of expression – Meeting the special requirements of the young, the old and the disabled 18

Core 16

•

5 lessons for policy development

according to Wally N’ Dow, former Dir. Gen. of UNCHS (Un. Nat. Centre for Human Settlements) • Power of good examples • Complexity of issues • Local level action has large scale repercussions • Exchanges take place between peer groups in different cities • Changing the way urban institutions work 19

•

Core 17

checklist of key questions

: Does my city – Compile an annual environmental report?

– Use life cycle analysis in its own purchasing decisions?

– Support public environmental education?

– Create jobs from environmental regeneration?

– Have polices for transport integration and pedestrianisation – Encourage ecological businesses?

– Support ecological architecture an urban villages?

20

Core 18

• 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 21 living environment

Core 19

•

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 22

Core 20

•

Local Agenda 21

Gilbert

et al

.) (Raemaekers, 2000; – 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 23

Core 21

–

Range of practised methods

: traditional consultation on draft plans, public meetings, fora bringing together representatives from different interests, round tables, focus groups –

Sustainability indicator

: asking people to identify specific measurable aspects of their living environment which to them indicate their health –

Support mechanism

: no setting out by LA 21 but Las have been leaders among governments in addressing sustainability issues (even before the adoption of LA 21) 24

Core 22

2.2. Vision for local development & Community Planning (1 unit)

2.2.1. Vision for local development (0,2 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 inward looking societies (C. Williams in

Planning Beyond 2000

) 25

Core 23

2.2.2.Community planning (0,8 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) 26

Core 24

•

Principles of community planning

– Agree rules and boundaries – Be visionary yet realistic – Build local capacity – Encourage collaboration – Have fun – Learn from others – Personal initiative – respect of cultural context – Train – Visualize 27

Core 25

3. General concepts of public participation (2 units) 3.1.Methodology & various concepts (0,5 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 (internal environment: strengths, weaknesses, external environment: opportunities, threats) Analysis & Delphi method 28

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 29

Core 27

• different views of public participation (pp) depend on the degree of involvement of the experts and the criteria of 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) 30

•

Core 28 3.2. ‘Schema of pp’ (0,5 unit)

Hampton

-two major objectives behind the introduction of greater pp in planning during the late 1960s: policy-making and decisions can benefit from better information about public preferences and residents’ concerns, pp 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 pp 31

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 collectivity of individuals 32

Core 30

3.3. Equal Opportunities Guide (0,5 unit) •

London Government Management Board

conditions for success within LAs, selection of relative factors: – race – women – disabled – elderly – children – part time & casual workers 33

Core 31 3.4. Key principles for good practice in pp (0,5 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 34

Core 32

C. IT (6 units)

4. Methods & techniques 4.1. Methods for helping people to get involved in planning (3 units) (Vassilis)

• e.g. electronic map, gaming, simulation • only for Planners?

35

• • • • •

Core 33

Technology support

role.

: having group sessions in which tools and technologies play a supportive

Space and time

: Combining scheduling tools with spatial models ('4D-viewer'),

Joined perspectives

: Combining eye-level views and bird’s-eye views ('3D-projection'),

Complementary expertise

: Considering different background of people (literacy of architectural concepts, drawing and imaging techniques),

Compact information and complexity delimitation

human perception (e.g. mind can only keep : Considering universal limits and characteristics of

seven plus or minus two ‘chunks of information’

in the short term memory at a time [Miller, 1956]) 36

Core 34

4.2. Preparation of techniques (2 units, 3 slides →1 more, Annette)

• • •

4.2.1.Content (1 unit)

Broad AND Specific

: In order to communicate the 3D and 4D information, one needs to start with a clear contextual urban model. AutoCAD and GIS information needs to be filtered to keep only the relevant information

Context visualisation

adapt the contextual urban model (adding the new interventions) : Modelling software to

Urban and Architectural Detailing:

Modelling and Rendering software (SketchUp / 3DS-MAX / VRML etc.) as a visually rich presentation tool 37

Core 35

4.2.2. Combining content in tools (1 unit, 2 slides → 1 more, Annette)

• The

3D projection

needs: – a story / scenario – an interaction scenario – a specific scale model (e.g. 1:200 for public space interventions) – fine-tuned projection slides (e.g. in PowerPoint) • The

4D viewer

needs: – a story / scenario – an interaction scenario – a specific 3D CAD model – a time / planning schedule 38

Core 36

• •

4.3. Presentation tools (1 unit, 3 slides →1 more, Annette)

Narrative development

with PowerPoint including renderings and photographic material as a generally accepted / available presentation tool.

Use of Internet and viewer-plug-ins

pictures / movies / VR / maps) as a channel to the home (text / 39

• • •

Core 37

Use of '4D-viewer'

as a specific tool to discuss spatial planning issues --> combining scheduling tools with spatial models

Use of '3D-projection',

as a facilitator tool for interaction at exhibitions and in small group presentations. --> combining eye level views and bird’s-eye views

Recycling and derivatives:

Re-use of renderings or projections for billboards, neighbourhood newspapers, manuals, PowerPoint-presentations, etc.

40

III. 6 TEACHING MODULES FOR THE PUBLIC (25 units)

A. Planning & Participation (7 units)

1. Introductory themes to urban planning (3 units)

• • • • • 1.1. Why plan? (0,2 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. in Greece) 41

Public 2

• 1.2. Definition of planning (0,2 unit)

Ernest Alexander

: ‘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’ 42

Public 3

1.3. Perception of planner’s job (0,2 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 43

Public 4

1.4. Definition of the problem (0,2 unit) • It depends on the

analytical orientations of the individual

(Archibald): – 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’ 44

Public 5

1.4. Urban planning functions (0,5 unit) Four main functions according to Le Corbusier (

Athens Charter

1933) – housing – work – leisure – transport 45

Public 6

1.5. Making cities work (1 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 brief period –

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 46

Public 7

–

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) 47

Public 8

•

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 48

Public 9

• • 1.6. Various concepts (0,5 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 startin from perceiving buildings, one’s district, the neighbouring district, understanding the larger context of the municipality, to town, region and nation 49

• •

Public 10

• 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) 50

Public 11

• 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 51

Public 12

1.7. Visualization: plan & map reading (0,2 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 52

Public 13

2.Participation (4 units) 2.1. Introductory themes to public participation (2 units) 2.1.1. The idea of pp (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 53

Public 14

• 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 decision making rather than rely on MPs or councillors to take decisions on their behalf 54

Public 15

• •

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 decision making about planning and environmental issues (government) 55

Public 16

• 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 20) 56

Public 17

•

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 57

•

Public 18

2.1.2. Types & forms of pp in planning (0,8 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

manipulation) 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, 58

• • •

Public 19

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

towns and villages 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 59

Public 20

• 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’ 60

Public 21

2.1.3. Aspects of co-operation (0,2 unit) • Openness towards change • Skills for structured debate • Understanding the change of perspective from in-site insights to overview 61

Public 22 2.2. Key skills (1,5 units, 6 slides →3 more, Linda)

2.2.1. Citizenship, democracy & participation (0,5 unit) – definitions – changing patterns – new arrangements 62

Public 23

2.2.2. Alternative viewpoints (0,5 unit) – stakeholder mapping – equality of opportunity – conflict and diversity 63

Public 24

2.2.3. Negotiation and conflict resolution (0,5 unit) – the skills – the process • Civil rights perception 64

Public 25 • 2.3. Benefits of involvement in planning matters of the community (0,5 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

65

Public 26

• •

professional education

: working closely with local people helps professionals gain a greater insight into the communities they seek to serve so 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 66

Public 27

• Additional resources • Better decisions • Building community • Compliance with legislation • Easier fundraising • empowerment • More appropriate results • Responsive environment • Satisfying public demand • Speedier development 67

Public 28

B. IT (18 units)

3.

‘Key skills’ (6 units) 3.1. Computer literacy (3 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 68

Public 29

• 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 69

Public 30

3.2. Use of internet

(3 units) • History, development of networks • Current state • Capabilities of the medium –Access to Information –Communication • About the technology, availability, usability • Involving the uninitiated… 70

Public 31

• • Access to Information

Typology of information

–Documents (text, images) –Graphs –Photographs –Drawings

Access Methods

–File Transfer Protocols (FTP) –World Wide Web (WWW) 71

• • •

Public 32

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

72

Public 33

4. Non-interactive (6 units)

4.1. Explanation of low-end applications (1 unit, 1 slide1) (Annette)

• understanding of 4D- images 73

Public 34 4.2. Understanding of scale models & projections (1 unit, 1 slide) (Annette)

74

Public 35 4.3. Learning to work with prospective modeling (1 unit, 1slide) (Annette)

75

Public 36 4.4. GIS (3 units) 4.4.1. Introduction (0,1 unit) • What does GIS mean?

• How does the GIS system differ from another information system? • Historical overview

76

Public 37 4.4.2. Traditional Fields of Application (0,1 unit) • Public Administration (land registries, population registries, municipalities) • Public utilities (facilities with trace) • Traffic management (roads, railway network, local public transport)

77

Public 38

4.4.3. Components of GIS (0,2 unit) Hardware • (graphical display devices – no specialised hardware needed) Software • (managing large databases – recent advances in hardware renders this as a minor issue) Data • (digital maps and the creation and maintenance of the relating databases are still very expensive) Human Resources • (users today not only experts -> significance of education) 78

Public 39

4.4.4. Creation of a Digital Map

(0,5 unit)

Data gaining

• On-the-spot measuring • Remote sensing • Collection of the information available (digitalization of paper-based data carrier)

Processing

• Creation of suitable digital basic map • Uploading of the relating database 79

Public 40 4.4.5. GIS and the Development of Information Technology (0,2 unit)

Software technology

: • Desktop systems-> Internet services

Display form

: • CD publication -> On-line maps

Users

: • Experts -> Broad layers

80

Public 41

4.4.6. Mobile GIS/GPS

(0,2 unit)

New devices, communication technologies

• GPS, GPRS, SMS, MMS, WAP, …

New fields of application

• Vehicle following systems • Navigation systems • Person following systems 81

Public 42

• 4.4.7. GIS and Urban Development

(0,2 unit)

Construction regulation

: regulations bound to areas limited by space • Basis of the construction regulation: development plans (map + regulations) • Information technology suitable for handling development plans: GIS 82

Public 43

• 4.4.8. Laboratory Practice

(1,5 units)

• Presentation of on-line map services • Digital maps • Ortophotographs • Thematic maps • Address searchers • Route planners • Development plans 83

Public 44

5. 3D modeling tools (3 units, 3 slides)

(Ian) • Sketch-up

(some common modules in Halewood)

84

Public 45

6. 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

hallucination not optical illusion or • Evolution of the technology from the 60ies up to date 85

Public 46

• Criteria for successful VR systems (Heim): – interaction – immersiveness – information intensity • Physiology and Perception of VR – Visual – Aural – Haptic and kinaesthetic • Virtual Presence 86

Public 47

• VR Classification – Passive – Explorative – Interactive • VR Interaction Typology – Desktop VR (WoW) – Video Mapping – Immersive Systems – Telepresence – Mixed Reality / Augmented Reality 87

Public 48

• VR Tools • Hands on: – Viewing the model – Manipulating the model – Familiarisation of the particular VR tools developed 88

IV. 6 TEACHING MODULES FOR THE PLANNERS

(18 units)

A. Planning & Participation (6 units)

1. Planning (3 units) 1.1. Advanced themes in urban planning (2,5 units)

• 1.1.1. Strategic planning (0,5 unit)

Process of knowledge

co-existence of plurality and constraints (budgetary, educational especially of inhabitants of multi-deprived areas) 89

•

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 90 private sector)

Planners 3

• • • 1.1.2.Urban regeneration (0,5 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’ 91

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

technological, public policy) : S & W (e.g. institutional context, land-labour-capital), O & T (e.g. •

Outcomes of interactions

: growth, employment & competitiveness-sustainability/environment-social cohesion- effective infrastructure • lack of experience in Greece, difficulty of public private sector co-operation, e.g. partnerships 92

Planners 5

1.1.3. Cultural & leisure planning (0,5 unit) •

Definition

by 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) 93

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

provided?

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

Open & green spaces

as part of leisure infrastructure (A. Varvara) 94

Planners 7

1.1.4.Time planning (0,5 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 collaborative planning 95

•

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 96

Planners 9

1.1.5. City marketing (0,5 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) 97

• • •

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 98

Planners 11 1.2. Scenarios governing some common development situations (0,5 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 99

Planners 12

– inner city regeneration – Regeneration infrastructure – Town centre upgrade – Planning study – community centre – local neighborhood initiative – New neighbourhood 100

Planners 13

– Urban conservation – Derelict site re-use – Industrial heritage re-use – Disaster management – Environmental art project – Housing development – Shanty settlement upgrading 101

Planners 14

2. Participation (3 units)

2.1. Advanced themes in participation (1,5 units) • • 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

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 103

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 104

Planners 17

• • 2.1.3. Governance & local governments (0,8 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 105

•

Planners 18

•

Importance of governance to sustainability

suitable investment, encouragement of partnerships • Thinking locally in order to act globally : promotion & practice of sustainable resource use, regulation of the demand for and supply of land, provision of appropriate infrastructure, attraction of

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 106

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 107

Planners 20

2.1.4. Collaborative planning (0,5 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 108

Planners 21 2.2. Key skills (1,5 units, 6 slides) (Linda)

109

Planners 22

B. IT (12 units)

3. High-end explanation of modules

(3 units, 4 slides) (Annette)

3.1. Use & application of 4D viewer (1 units, 2 slides)

110

Planners 23 3.2. Use & application of 3D projection (1 unit, 1 slide)

111

Planners 24 3.3. Development of recycling material & derivatives (1 unit, 1 slide)

• preparation of renderings and presentations for low end application 112

Planners 25

4. GIS (3 units)

4.1. Introduction (0,1 unit)

• What does GIS mean?

• How does the GIS system differ from another information system? • Historical overview 113

Planners 26 4.2. Traditional Fields of Application (0,1 unit)

• Public Administration (land registries, population registries, municipalities) • Public utilities (facilities with trace) • Traffic management (roads, railway network, local public transport) 114

Planners 27

4.3. Components of GIS (0,1 unit) Hardware • (graphical display devices – no specialised hardware needed) Software • (managing large databases – recent advances in hardware renders this as a minor issue) Data • (digital maps and the creation and maintenance of the relating databases are still very expensive) Human Resources • (users today not only experts -> significance of education) 115

Planners 28 4.4. Basic GIS Functions (0,1 unit)

Map->Data: What can be found in a given place/in the sourrounding of a given place/within the given area?

• Which settlements can be found within a given region? • Which settlements are situated along the river Tisza / within 30kms of River Tisza?

Data->Map: Where are the given type objects? • e.g. Where is Abony on Hungary’s map?

• Where does the Road no.4 meet the M5 motorway?

116

Planners 29 4.5. Basic Data of Digital Maps (0,3 unit)

Primary data gaining • On-the-spot measuring • Remote sensing Secondary data gaining • Collection of the information available (digitalization of paper-based data carrier) Processing • Creation of suitable digital basic map • Uploading of the relating database 117

Planners 30 4.6. Processing of Basic Data (0,5 unit)

Determination of the reference system • Selection of the “co-ordinate system” of the digital map Selection of the basic storage format • Vector • Pixel • Hybrid 118

Planners 31 4.7. GIS and the Development of Information Technology (0,1 unit)

Software technology: • Desktop systems-> Internet services Display form: • CD publications -> On-line maps Users: • Experts -> Broad layers 119

Planners 32 4.8. Mobile GIS/GPS (0,1 unit)

New devices, communication technologies • GPS, GPRS, SMS, MMS, WAP, … New fields of application • Vehicle following systems • Navigation systems • Person following systems 120

Planners 33

4.9. Laboratory Practice / Demonstration 1 (0,8 unit) Presentation of a desktop GIS system Display and query functions • creation of thematic maps • Geocoding • Address search • selection of an object on the basis of spatial situation • Editorial functions • Creation of point, line, polygon type coverages • Geoprocessing (dissolve, merge, clip, intersect, union,..) 121

Planners 34 4.10. Laboratory Practice / Demonstration 2 (0,8 unit)

Presentation of on-line map services • Digital maps • Orthophotos • Thematic maps • Address searchers • Route planners • Development plans 122

Planners 35

5. 3D modeling tools (3 units, 4 slides) (Ian) 5.1. CAD (1,5 units, 2 slides)

123

Planners 36

5.2. Sketch-up (1,5 units, 2 slides)

• Consultation with LCCs 124

Planners 37

6. 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

hallucination not optical illusion or • Evolution of the technology from the 60ies up to date 125

Planners 38

• Criteria for successful VR systems (Heim): – interaction – immersiveness – information intensity • Physiology and Perception of VR – Visual – Aural – Haptic and kinaesthetic • Virtual Presence 126

Planners 39

• VR Classification – Passive – Explorative – Interactive • VR Interaction Typology – Desktop VR (WoW) – Video Mapping – Immersive Systems – Telepresence – Mixed Reality / Augmented Reality 127

Planners 40

• VR Tools • Hands on: – Viewing the model – Manipulating the model – Familiarisation of the particular VR tools developed 128

V. LEARNING MATERIALS (link to WP7)

• distance learning modules (planners) with deliverables: booklet, CDROM, website – Illustrated textbook – Supportive video – material in URLs across the world (3D CAAD, GIS, VR models) • direct evaluation from citizens and planners – Brochures – Hands-on experience • Internet access to all material enabling – home connections – info-kiosks within the municipality – School libraries, etc 129

VI. TIME SCHEDULE

• Feedback (from partners) with powerpoint slides (as well as proposals for the material for each slide) till Monday, November 8 th , 2004 • Curriculum developed as a whole (from us) till Monday, November 29 th • Feedback (from partners) in powerpoint slides and material till Monday, December 13 th • Final organisation (from us) till Monday January, 10 th , 2005 • Pilot testing in each area: between Christmas and Easter vacation of 2005 130