Colandwiki - User contributions [en]

https://colandwiki.hfwu.de/api.php?action=feedcontributions&feedformat=atom&user=Olaf.schroth Colandwiki - User contributions [en] 2026-06-16T09:20:27Z User contributions MediaWiki 1.43.8 https://colandwiki.hfwu.de/index.php?title=Output_2_-_Toolbox&diff=12311 Output 2 - Toolbox 2021-01-05T15:52:16Z

<p>Olaf.schroth: /* Toolbox */</p> <hr /> <div>[[File:MasterplanPaernuAudru.png|header]]<br /> <br /> === Toolbox === <br /> <br /> <gallery mode = traditional><br /> Blended_learning.png|Step 1 [[Methods for teaching integrated planning and design]]<br /> Analysis_icon.png|Step 2 [[Online: developing the seminar]]<br /> on-site_icon.png|Step 3 [[On-site: Organising intensive study programmes ]]<br /> Coastal_icon.png|Step 4 [[Starting the process]]<br /> CommunityLearners.png|Step 5 [[Creating communities of learners]]<br /> Thinking.png|Step 6 [[Facilitating critical thinking and discussion]] <br /> Exam_icon.png|Step 7 [[Assessment]]<br /> Evaluation_icon.png| Step 8 [[Monitoring and evaluation]]<br /> twitter.png|Step 9 [[Dissemination]]<br /> References_icon.png|Step 10 [[Best practices ]]<br /> glossary.png |[[Glossary]]<br /> Copyright_icon.png |[[Copyright]]<br /> </gallery><br /> <br /> <br /> <br /> <br /> <br /> <br /> Icons made by Flaticon Authors [https://www.flaticon.com/authors/] Freepik from[https://www.flaticon.com/]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Dissemination&diff=12310 Dissemination 2021-01-05T15:48:50Z

<p>Olaf.schroth: </p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> <br /> {| class="wikitable"<br /> |-<br /> | Dissemination and exploitation of results are integral parts of the Erasmus+ project. Making others aware of it contributes to raising the profile of the organisations involved in Erasmus+ Programmes, and it enables the wider community to benefit from the EU funded project outputs in terms of implementing education and training. Being dissemination activities of various types and topics, it is important to consider which kind of dissemination activities are fitted to the main goal of the present educational programme.<br /> |}<br /> <br /> * '''Dissemination''' is an innovative concept beyond the well-established reporting of academic results, traditionally book publications, academic journals and meetings (conferences and workshops). Research dissemination is a planned process of communication and interaction that involves several target audiences. A target audience is a group of people, to whom the messages, results, strategies and methodologies are addressed. Each audience is labelled with specific attributes. Activities and messages must be tailored to the audience features. A dissemination plan provides information on the results, programmes and initiatives to the key actors who, as part of the target audience, have the political responsibility, the financial resources, the authority or the skills and expertise to actively influence local processes of social, urban and landscape transformation.<br /> * '''Exploitation''' is the use of the project results for commercial purposes or in public policymaking. Its main aim is to convince individual end-users to adopt and apply the results of the project and its initiatives, so that the outcomes are used beyond the lifetime of the project.<br /> <br /> * [[Objectives: preliminary actions and dissemination plan]]<br> The project needs to define which partner is responsible for the dissemination activity, with the task of designing the plan and reports at different stages.<br /> <br /> * [[Key actors]]<br> Various local, regional and international stakeholders may be contacted to participate in your coastal landscape planning course.<br /> <br /> * [[Internal dissemination | Dissemination: Actions 1-2]]<br> Given the presence of so many partners and students of different cultures, the first phase is the so-called “internal-dissemination” phase to let the partners develop a common understanding about the project and to agree on the main strategic activities. <br /> <br /> * [[External dissemination | Dissemination: Actions 3-4]]<br> Actions 3 and 4 aim at the inclusion of local communities and stakeholders in the activities.<br /> <br /> * [[External dissemination: Actions 5-6]]<br> Not only local and regional stakeholders but also professional and scientific communities may be very interested in the course outcomes. These are targeted through Actions 5-6 in the external dissemination plan. <br /> <br /> <br /> == Example == <br /> For an example, pleaes see the Tallinn [https://ilias.hfwu.de/goto.php?target=file_31296_download&client_id=hfwu workshop documentation]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Assessment&diff=12309 Assessment 2021-01-05T15:48:15Z

<p>Olaf.schroth: </p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> <br /> {| class="wikitable"<br /> |-<br /> | '''Executive Summary Step 7: Assessment''' <br /> |-<br /> | While feedback is a continuous process throughout the course, the overall performance is usually assessed through grading. The following section is giving support on this part of the process.<br /> |}<br /> <br /> [[File:Public presentation.PNG|thumb|right|Assessment criteria for the ‘Spatial concept’ and ‘Communication’ parts]]<br /> Part of the examination is also an oral online presentation after each thematic section of the seminar. Each team member is required to speak and present one slide or more. Approximately four working groups are formed and together with the teachers and tutors, the working groups also form the presentation audience. The presentation is moderated and discussed within the working groups, evaluated by the teachers and tutors using a feedback form without grading (see the Rubric Template below), and the result is reported back to the four working groups in a timely manner. At the end of the seminar, the international teams also need to reflect on their collaboration process and document their findings). The completed case study provided using the wiki template is evaluated and graded according to the following criteria:<br><br /> <br /> * Comprehensiveness and depth of the research in general (in particular assignment A)<br /> * Methodological conclusiveness and clarity (in particular assignment B)<br /> * Consistency in the formulation of strategy and objectives as well as persuasiveness and creativity<br /> * in spatial (landscape) vision and implementation ideas (in particular assignment C)<br /> * Profoundness and seriousness in the process (assignment D)<br /> * Competence in textual and graphic expression, visual appearance of graphics and maps<br /> * Scientific quality of the elaboration, source work, citation method etc. <br><br /> <br /> Students who actively take part in both the online seminar and the intensive study programme (ISP) workshop have the opportunity to take the graded assignment there. In this case, the focus is on strategic and spatial planning and the assessment criteria differ slightly.<br /> <br /> == Rubric Template ==<br /> Please feel free to use the following [[rubric templates]] for the assessment of student work in the COLAND intensive programmes.<br /> <br /> [https://www.hswt.de/fileadmin/Dateien/Hochschule/Fakultaeten/LA/LIZ/Rubric-for-Evaluation-of-CO-LAND-Student-Work-Project-IP-De-Panne.docx Download the template for your own use (Creative Commons license)]<br /> <br /> [[File:Rubric for Evaluation of CO-LAND Student Work Project IP De Panne Seite 1.jpg|thumb|none]]<br /> <br /> == Converting grades across different higher education systems ==<br /> The [[ECTS]] credit system has been harmonized across Europe but the diversity of grading systems poses a major challenge to facilitating European student exchange. The following table is providing a general overview of ECTS grades, but these still have to be translated into your local grading system. Please contact your local Erasmus+ coordinators for specific support and information.<br /> <br /> {| class="wikitable"<br /> |-<br /> ! ECTS Grading Scale !! Definition<br /> |-<br /> | A || excellent<br /> |-<br /> | B || very good<br /> |-<br /> | C || good<br /> |-<br /> | D || satisfactory<br /> |-<br /> | E || sufficient<br /> |-<br /> | FX || fail<br /> |-<br /> | F || fail<br /> |}<br /> <br /> == Further Reading ==<br /> * [https://feedbackhandbook.files.wordpress.com/2011/12/feedback-handbook-web-version-2012.pdf School of Architecture (2012). The Feedback Handbook. University of Sheffield: Sheffield.]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=On-site:_Organising_intensive_study_programmes&diff=12308 On-site: Organising intensive study programmes 2021-01-05T15:47:07Z

<p>Olaf.schroth: </p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> <br /> {| class="wikitable"<br /> |-<br /> | '''On-site: Organising Intensive Study Programmes''' <br /> |-<br /> | Even though the CO-LAND Online Seminar enables goal-oriented and successful learning, both synchronous and asynchronous, for a target group of almost any size, on-site workshops offer unique and unrepeatable experiences. For students as well as teachers of spatial planning and design, these experiences are irreplaceable, especially when dealing with a topic like coastal landscapes.<br /> |-<br /> | To justify the high travel expenses with their predominantly negative climatic and ecological effects, the on-site workshops must offer learning and teaching experiences whose quality can never be achieved online. These are in particular the direct physical and psychological perception of the landscape and its complexity, the contact with the people, their everyday life, their language and local as well as the social contact with other learners and teachers.<br /> |-<br /> |}<br /> <br /> == On-Site Activities ==<br /> <br /> * [[Participants and people involved]]<br> This section is explaining the selection process of the participating students.<br /> * [[Preparing the workshop]]<br> The on-site workshop preparations include setting up the workshop environment, contacting local stakeholders, identifying focus areas and themes, organising accommodation and working space, as well as drafting schedule, programme and a detailed manual. <br /> * [[Implementing the activities]]<br> Activities are implemented according to the [[model of the group working process]].<br /> <br><br /> <br /> {{#evu:https://www.youtube.com/watch?v=5hpMRoRnkwE&feature=youtu.be<br /> |alignment=inline<br /> |dimensions=700<br /> |description=A short video presentation of the CO-LAND Blended Format Workshop in De Panne, Belgium (September 2020).<br /> }}<br /> <br /> <br /> <br /> == Further Reading ==<br /> * [https://storymaps.arcgis.com/stories/b5f57a295af545608a096ab2faa61a2f Creating a Virtual Field Course]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Copyright&diff=12307 Copyright 2021-01-05T15:45:54Z

<p>Olaf.schroth: </p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> <br /> '''Copyright and Open Educational Resources'''<br /> <br /> The CO-LAND Strategic Partnership project has promised to develop open educational resources. The case studies will become a very relevant part of this, next to the CO-LAND learning materials and lectures. It is therefore vital that material in the case study is not limited by copyright. “Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them.“ (UNESCO)<br /> This implies in practice the following:<br /> * Students need to create all texts and visuals that are embedded in the case study template by themselves<br /> * They should be willing to declare their materials creative commons (an open licensing format for the public domain), otherwise the case study material cannot be reused by others (but it can still be part of a public wiki page)<br /> * Materials from other websites cannot be uploaded to the wiki unless these are also creative commons or otherwise declared public<br /> * Learners are however free to refer to other resources by links and reference lists<br /> * Otherwise common rules for good scientific practice apply as in any other context (correct referencing and citation)<br /> * Images are shared through a [https://creativecommons.org/licenses/by-sa/2.5/ Creative Commons Attributes ShareAlike 2.5] license.</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Glossary&diff=12306 Glossary 2021-01-05T15:43:04Z

<p>Olaf.schroth: /* Vision */</p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> <br /> == Teaching ==<br /> <br /> ;Blended Learning<br /> :The range of possibilities presented by combining Internet and digital media with established classroom forms that require the physical co‐presence of teacher and students.<br /> Reference: [https://www.normfriesen.info/papers/Defining_Blended_Learning_NF.pdf Norm Friesen, August 2012 (accessed on the 10th of August on https://www.normfriesen.info/papers/Defining_Blended_Learning_NF.pdf)]<br /> <br /> ;Constructivism <br /> ''(learning theory)''<br /> :This theory assumes that there is no objective way of representing reality. Instead, there are as many constructions of reality as there are people in the world. In a learning context this means: both learners and teachers are constantly constructing realities, meanings and concepts. There can be communication and exchange about these constructions but there is no final model that could be transferred from a sender to a receiver. A starting point is that the individual mind decides whether knowledge is viable or not. The precondition for viability is the possibility to connect new knowledge to existing mental concepts. Observation, differentiation and individual responsibility are thus crucial for the success of constructivist learning. In this context, the main role of the teacher is to offer opportunities for authentic encounter, diversity experience, discourse, communication and mutual awareness in order to facilitate and stimulate constructivist learning processes (Fetzer, 2013). The approach of interaction-based constructivism provides a practical model for specifying learning processes. There are three main phases of knowledge processing: reconstruction, construction and deconstruction.<br /> <br /> ;Competence<br /> ''(professional, horizontal)''<br /> :A dynamic combination of attributes - with respect to knowledge and its application, to attitudes and responsibilities - that describe the LEARNING OUTCOMES of an educational programme, or how learners are able to perform at the end of an educational process. These consist of subject-area related competences (specific to a field of study) and generic competences (common to any degree course). The European Qualifications Framework describes competence in terms of responsibility and autonomy. It refers to the proven ability to use knowledge, skills and personal, social and/ or methodological abilities, in work or study situations and in professional and personal development.<br /> <br /> ;ISP<br /> :Short full time course of one to four weeks concentrating on a particular topic. It may take place at another institution or in a summer school.<br /> <br /> ;ECTS<br /> '''European Credit Transfer System'''<br /> :A system for increasing the transparency of educational systems and facilitating the mobility of students across Europe through credit transfer. It is based on the general assumption that the global workload of an academic year of study is equal to 60 credits. The 60 credits are then allocated to course units to describe the proportion of the student workload required to achieve the related LEARNING OUTCOMES. Credit transfer is guaranteed by explicit agreements among the home institution, the host institution and the mobile student.<br /> <br /> ;SWOT Analysis<br /> :Situation analysis in which internal strengths and weaknesses of an organization, and external opportunities and threats faced by it are closely examined to chart a strategy. SWOT stands for strengths, weaknesses, opportunities, and threats (see also PEST analysis).<br /> Reference:http://www.businessdictionary.com/definition/SWOT-analysis.html<br /> <br /> ;PEST Analysis<br /> :A type of situation analysis in which political-legal (government stability, spending, taxation), economic (inflation, interest rates, unemployment), socio-cultural (demographics, education, income distribution), and technological (knowledge generation, conversion of discoveries into products, rates of obsolescence) factors are examined to chart an organization's long-term plans (see also SWOT analysis).<br /> Reference:http://www.businessdictionary.com/definition/PEST-analysis.html<br /> <br /> ;DPSIR<br /> :A causal framework for describing the interactions between society and the environment: Human impact on the environment and vice versa because of the interdependence of the components. This framework has been adopted by the European Environment Agency. The components of this model are: Driving forces: e.g. industry, tourism, economic growth; Pressures: e.g. pollution, land-use change, population growth; States : e.g. water quality, soil quality, air quality, habitat, vegetation; Impacts : e.g. ill public health, habitat fragmentation, economic crisis, environmental damage, biodiversity loss; and Responses : e.g. taxes, environmental laws<br /> Reference: [https://en.wikipedia.org/wiki/DPSIR https://en.wikipedia.org/wiki/DPSIR accessed on the 10th of August 2020]<br /> <br /> == Coastal Landscapes ==<br /> <br /> ;Coastal Landscapes<br /> :“An area of sea, coastline and land, as perceived by people, whose character results from the actions and interactions of land with sea, by natural and/or human factors.” (seascape)<br /> <br /> [https://ec.europa.eu/environment/water/water-framework/index_en.html EU Water Framework Directive (European Commission, 23 October 2000)]<br /> <br /> ”(…) areas of continuous character under natural, cultural/social, and perceptual/aesthetic factors”<br /> [https://www.coe.int/en/web/landscape/the-european-landscape-convention European Landscape Convention (Council of Europe, 2000).]<br /> <br /> ” coastal zones are the common natural and cultural heritage of the peoples living there and that they should be preserved and judiciously used for the benefit of present and future generations”<br /> [https://ec.europa.eu/transparency/regdoc/rep/1/2008/EN/COM-2008-527-F1-EN-MAIN-PART-1.PDF Protocol on integrated coastal zones. Management in the Mediterranean (Brussels, 2008)]<br /> <br /> coastal areas (…) as ecosystems’ providers of significant resources for transport, food security, economic prosperity, ecosystem services and resilience”<br /> <br /> [http://habitat3.org/wp-content/uploads/NUA-English.pdf New Urban Agenda, Habitat III (United Nations, 2017)]<br /> <br /> <br /> ;Rural Landscapes<br /> ”Rural landscapes are a vital component of the heritage of humanity. They are also one of the most common types of continuing cultural landscapes. There is a great diversity of rural landscapes around the world that represent cultures and cultural traditions… They provide multiple economic and social benefits, multifunctionality, cultural support and ecosystem services for human societies”.<br /> ”Rural landscapes are terrestrial and aquatic areas co-produced by human-nature interaction and within which renewable natural resources are produced, such as food and/or raw materials. At the same time rural areas have cultural meanings attributed to them by people and communities”.<br /> <br /> [https://www.icomos.org/images/DOCUMENTS/Secretariat/Annual_Reports/RA_2017_ICOMOS_EN_DP_bd_2.pdf (ICOMOS 2017a)].<br /> <br /> ”The rural landscape is a renewable resource, changing as a result of different production measures”<br /> <br /> [https://mmm.fi/en/rural-areas/land-use-planning-in-rural-areas/rural-landscapes-and-landscape-management (Ministry of agriculture and forestry, Finland)]<br /> <br /> ”a spatial phenomenon that extends across regions, landscapes, natural areas, agricultural land, villages and other larger urban centres, pockets of industrialization and regional centres. It encompasses a diverse and complex economic and social fabric. It is the home of a great wealth of natural and cultural resources and traditions. It is becoming more important as a place for relaxation and leisure activities”.<br /> <br /> Rural areas - our link to the land, European Commission, 1994 (Europe 2000+)<br /> <br /> ”Agriculture and forestry are the main caretakers of rural landscapes. Its continued usage in a well-adjusted way is a prerequisite for maintaining its environmental worth”.<br /> <br /> Rural areas - our link to the land, European Commission, 1997<br /> <br /> <br /> ;Productive Landscapes<br /> <br /> ”Productive landscapes are part of a resilient urban matrix, a fundamental issue due to natural and human caused disasters, economic and ecological crises, etc. Integrating productivity in cities via landscape and planning tools and developing a sustainable infrastructure have a role in creating resilient cities. Urban agriculture is one of the major components of productive landscapes. Pioneering models of productive landscapes and urban agriculture go back to 19th century with the works of Ebenezer Howard, Le Corbusier, Frank Lloyd Right, and Ian McHarg”<br /> <br /> [https://www.researchgate.net/publication/287192976_Productive_landscapes_and_resilient_cities Akyol, M., Tuncay, H.E., 2013. ”Productive landscapes and resilient cities”, A|Z ITU Journal of Faculty of Architecture 10(2):133-147]<br /> <br /> ”Biodiverse production landscapes and seascapes that lie outside the protected area estate provide people with goods and services like food, pollination services, water, wood, energy and minerals. The use of natural resources in these landscapes and seascapes must be done sustainably in order to maintain biodiversity and the ecosystem goods and services it provides to society”.<br /> <br /> https://www.thegef.org/topics/productive-landscapes-and-seascapes<br /> <br /> ”Continuous productive urban landscape (CPUL) is an urban design concept integrating food growing into the design of cities through joining together existing open space and disused sites into a linear landscape that connects to the countryside. The term was first used by Bohn & Viljoen Architects in 2004 at a time when making the connection between food and the city was unusual”<br /> <br /> 'Review of Foodprint symposium' in, VOLUME magazine blog, (July 2009)<br /> <br /> <br /> ;Blue and Green Infrastructure<br /> ”Green infrastructure is a strategically planned network of natural and semi-natural areas with other environmental features designed and managed to deliver a wide range of ecosystem services such as water purification, air quality, space for recreation and climate mitigation and adaptation. This network of green (land) and blue (water) spaces can improve environmental conditions and therefore citizens' health and quality of life. It also supports a green economy, creates job opportunities and enhances biodiversity. The Natura 2000 network constitutes the backbone of the EU green infrastructure.<br /> <br /> Green infrastructure planning is a successfully tested tool to provide environmental, economic and social benefits through natural solutions. In many cases, it can reduce dependence on 'grey' infrastructure that can be damaging to the environment and biodiversity, and often more expensive to build and maintain.<br /> The European Commission has developed a Green Infrastructure Strategy. This strategy aims to ensure that the protection, restoration, creation and enhancement of green infrastructure become an integral part of spatial planning and territorial development whenever it offers a better alternative, or is complementary, to standard grey choices”.<br /> <br /> https://ec.europa.eu/environment/nature/ecosystems/index_en.htm<br /> <br /> ”Blue infrastructure refers to water elements, like rivers, canals, ponds, wetlands, floodplains, water treatment facilities, etc. Green infrastructure refers to trees, lawns, hedgerows, parks, fields, forests, etc. These terms come from urban planning and land-use planning.Blue-Green Infrastructure can also specifically refer to an urban planning approach in which design of naturalistic or completely artificial infrastructures in the city is intended to allow the whole water cycle to occur within the city. This can improve the delivery of water-related ecosystem services (reducing pollution in the air, irrigating parks, providing local drinking water), as well as preventing harms like flooding and spread of contaminants (e.g. from cars)”.<br /> <br /> [http://bioveins.eu/ Meredith Root-Bernstein, http://bioveins.eu/]<br /> <br /> <br /> ;Waterfront<br /> ”Waterfronts are defined by their nodal position between local and global scales. Scale is the processes of negotiation and compromise; it is contested and fought over, the temporary, the transient, sometimes fragile, sometimes stable outcome of political tension”<br /> <br /> (Randles and Dicken, 2004, 2012, in ”Transforming Urban Waterfronts: Fixity and Flow” editors: Gene Desfor, Jennefer Laidley, Quentin Stevens, Dirk Schubert)<br /> <br /> ”Historically, waterfront developments have undergone various stages of development initiatives and become the most challenging tasks for planners and urban designers nowadays. It reflected a dynamic natural resources with special characteristics and regarded as the most important factors that influenced the growth and image of the cities and had a significant impact on urbanization and modernization of the most cities in the near future”.<br /> <br /> Al-Shams, A. R., et al, ”Waterfront Development within the Urban Design and Public Space Framework in Malaysia”, in Asian Social Science; Vol. 9, No. 10; 2013<br /> <br /> <br /> ;Transect<br /> A transect, in its origins (Von Humboldt 1790), is a geographical cross-section of a region used to reveal a sequence of environments. Originally, it was used to analyze natural ecologies, showing varying characteristics through different zones such as shores, wetlands, plains, and uplands. For human environments, such a cross-section can be used to identify a set of habitats that vary by their level and intensity of urban character, a continuum that ranges from rural to urban. In Transect planning, this range of environments is the basis for organizing the components of urbanization: building, lot, land use, street, and all of the other physical elements of the human habitat.<br /> <br /> [https://www.amazon.com/SmartCode-Manual-v8-0-Andres-Duany/dp/0974502111 Andrés Duany et al., SmartCode & Manual, Miami: New Urban Publications, Inc., 2005]<br /> <br /> The valley section is a term invented by Patrick Geddes and described in his book, “The valley section from hills to sea.” (New York City, 1923) The valley section depicts an ideal regional-urban condition, whereas the Notation of Life embodies concrete architectural proposals on how to realise that ideal condition. Geddes expresses in the valley region that Enlightenment theory of social evolution describes mankind’s development through the four stages of hunting, pastoral, and agriculture toward commercial societies. The valley section is a longitudinal section which begins high up in the mountains and then follows the course of a river down the mountains and through a plain toward its estuary at the coast.<br /> [http://cityinenvironment.blogspot.com/2013/02/the-valley-section.html (https://bit.ly/2YWqQid, accessed on the 4th of July 2020)]<br /> <br /> == Implementation Process ==<br /> <br /> ;Integrated Coastal Management<br /> An integrated, participative territorial approach is required to ensure that the management of Europe’s coastal zones is environmentally and economically sustainable, as well as socially equitable and cohesive.<br /> It aims at resolving the conflicting demands of society for products and services, taking into account both current and future interests. Major objectives are to:<br /> * strengthen sectoral management by improving training, legislation and staffing;<br /> * preserve the biological diversity of coastal ecosystems by preventing habitat destruction, pollution and over-exploitation; and<br /> * promote the rational development and sustainable use of coastal resources.<br /> <br /> <br /> ;Integrated Planning<br /> Integrated planning (as opposed to sectoral planning) is a process involving the drawing together of level and sector specific planning efforts which permits strategic decision-making and provides a synoptic view of resources and commitments. Integrated planning acts as a focal point for institutional initiatives and resource allocation. In the context of integrated (or comprehensive) planning, economic, social, ecological and cultural factors are jointly used and combined to guide land- and facility-use decisions towards sustainable territorial development. <br /> <br /> <br /> ;Landscape Planning <br /> Landscape planning is an activity involving both public and private professionals, aiming at the creation, conservation, enhancement and restoration of landscapes at various scales, from greenways and public parks to large areas, such as forests, large wilderness areas and reclamation of degraded landscapes such as mines or landfills.<br /> Landscape planning encompasses a variety of skills, such as landscape architecture and design, nature conservation, knowledge of plants, ecosystems, soil science, hydrology, cultural landscapes, etc. The provisions of the European Landscape Convention are important guidelines for the content and procedures of landscape planning.<br /> <br /> <br /> ;Landscape Policies<br /> According to the European Landscape Convention, “landscape policy means an expression by the competent public authorities of general principles, strategies and guidelines that permit the taking of specific measures aimed at the protection, management and planning of landscapes”.<br /> Under this general heading, various types of landscape policies can be identified:<br /> * The European Landscape convention indicates that:<br /> - “landscape protection means actions to conserve and maintain the significant or characteristic features of a landscape, justified by its heritage value derived from its natural configuration and/or from human activity;<br /> - landscape management means action, from a perspective of sustainable development, to ensure the regular upkeep of a landscape, so as to guide and harmonise changes which are brought about by social, economic and environmental processes;<br /> - landscape planning means strong forward-looking action to enhance, restore or create landscapes.”<br /> * the Guiding Principles indicate that <br /> - “Spatial development policy can contribute to protecting, managing and enhancing landscapes by adopting appropriate measures, in particular by organising better interactions between various sectoral policies with regard to their territorial impacts”. Various types of measures are likely to contribute to this aim, such as: the integration of landscape development into spatial planning as well as into sectoral policies, the examination and general assessment of landscapes, the implementation of integrated policies, the consideration of landscape development and protection in international programmes, in cross-border and transnational cooperation, the strengthening of awareness of people, private organisations and territorial authorities of the value of landscapes, the stronger integration of landscape development into training programmes.<br /> <br /> <br /> ;Participatory Planning<br /> Participatory planning is a specific form of planning activities practiced by public authorities mainly at local level which makes it possible for the citizens to play a part in the planning process.<br /> The most common form of participatory planning is consultation of the population on projects before their formal approval. More substantial and creative forms of public participation are also in use, such as workshops, public debates, etc. The Internet plays an ever growing part in participatory planning, either for the dissemination of information on planning projects or in the context of interactive communication systems.<br /> <br /> <br /> ;Physical Planning<br /> Physical planning is strongly related to land-use planning, urban design, transport planning, landscape planning, building plans, etc. It addresses activities which immediately affect and programme the physical structure and environment of cities and neighbourhoods (as opposed to economic planning or social planning activities).<br /> <br /> <br /> ;Spatial Planning<br /> Spatial planning refers to the methods used by the public sector to influence the distribution of people and activities in spaces at various scales as well as the location of the various infrastructures, recreation and nature areas.<br /> Spatial planning activities are carried out at different administrative or governmental levels (local, regional, national), while activities of cooperation in this field are also implemented in cross-border, transnational and European contexts.<br /> <br /> <br /> ;Strategic Environmental Impact Assessment <br /> The Strategic Impact Assessment does not refer to the likely impacts of individual projects (as in the case of the EIA), but to the likely environmental impacts of certain plans and programmes.<br /> The SEA Directive (EU legislation), adopted in 2001, ensures that environmental consequences of certain plans and programmes are identified and assessed during their preparation and before their adoption. The public and environmental authorities can give their opinion and all results are integrated and taken into account in the course of the planning procedure. After the adoption of the plan or programme, the public is informed about the decision and the way in which it was made. In the case of likely transboundary significant effects, the affected Member State and its public are informed and have the possibility to make comments which are also integrated into the national decision-making process. SEA aims at contributing to more transparent planning by involving the public and by integrating environmental considerations and therefore to achieving the goal of sustainable development.<br /> * from the GLOSSARY OF KEY EXPRESSIONS USED IN SPATIAL DEVELOPMENT POLICIES IN EUROPE, Document presented at the 14th Session of the European Conference of Ministers responsible for Spatial/regional Planning, Lisbon (Portugal), 26-27 October 2006<br /> <br /> == Vision ==<br /> <br /> ;Strategy<br /> * A detailed plan for achieving success in situations such as war, politics, business, industry, or sport, or the skill of planning for such situations.<br /> * A way of doing something or dealing with something.<br /> * A long-range plan for achieving something or reaching a goal, or the skill of making such plans.<br /> * The way in which a business, government, or other organization carefully plans its actions over a period of time to improve its position and achieve what it wants<br /> <br /> https://dictionary.cambridge.org/dictionary/english/strategy<br /> <br /> * A method or plan chosen to bring about a desired future, such as achievement of a goal or solution to a problem.<br /> * The art and science of planning and marshalling resources for their most efficient and effective use. The term is derived from the Greek word for generalship or leading an army. See also tactics.<br /> <br /> http://www.businessdictionary.com/definition/strategy.html<br /> <br /> <br /> ;Strategic Planning<br /> Strategic planning is a process undertaken by an organization to develop a plan for achievement of its overall long-term organizational goals. <br /> What Is the Strategic Planning Process? - Model, Steps & Examples <br /> <br /> https://study.com/academy/lesson/what-is-the-strategic-planning-process-model-steps-examples.html<br /> <br /> <br /> ;Strategy Implementation<br /> Strategy implementation consists of putting plans in place by formulating a strategy to achieve the organization's goals and objectives. It can also be described as the way a business might develop, use, and integrate the organizational hierarchy, systems, and culture to pursue strategies that will result in competitive advantage and improved performance. In the example, the organization's goal is increased sales and regaining its market position. The strategy will be specific actions that will realize the goals. <br /> Strategy Implementation: Plan, Process & Examples <br /> <br /> https://study.com/academy/lesson/strategy-implementation-plan-process-examples.html <br /> <br /> <br /> ;Monitoring<br /> Supervising activities in progress to ensure they are on-course and on-schedule in meeting the objectives and performance targets.<br /> <br /> http://www.businessdictionary.com/definition/monitoring.html <br /> To watch and check a situation carefully for a period of time in order to discover something about it.<br /> <br /> https://dictionary.cambridge.org/dictionary/english/monitoring <br /> <br /> <br /> ;Policy<br /> A set of ideas or a plan of what to do in particular situations that has been agreed to officially by a group of people, a business organization, a government, or a political party. <br /> <br /> https://dictionary.cambridge.org/dictionary/english/policy<br /> <br /> Politics: (1) The basic principles by which a government is guided.<br /> The declared objectives that a government or party seeks to achieve and preserve in the interest of the national community (see also public policy).<br /> <br /> Management: The set of basic principles and associated guidelines, formulated and enforced by the governing body of an organization, to direct and limit its actions in pursuit of long-term goals (see also corporate policy).<br /> <br /> http://www.businessdictionary.com/definition/policy.html<br /> <br /> <br /> ;Dissemination<br /> The act of spreading news, information, ideas, etc. to a lot of people. <br /> <br /> https://dictionary.cambridge.org/dictionary/english/dissemination<br /> <br /> Broadcast of an idea or message on a large scale to make it reach a wide audience. <br /> <br /> http://www.businessdictionary.com/definition/dissemination.html<br /> <br /> <br /> ;Stakeholder<br /> A person, group or organization that has interest or concern in an organization.<br /> Stakeholders can affect or be affected by the organization's actions, objectives and policies. Some examples of key stakeholders are creditors, directors, employees, government (and its agencies), owners (shareholders), suppliers, unions, and the community from which the business draws its resources.<br /> Not all stakeholders are equal. A company's customers are entitled to fair trading practices but they are not entitled to the same consideration as the company's employees.<br /> <br /> http://www.businessdictionary.com/definition/stakeholder.html<br /> <br /> <br /> ;Urban Design<br /> The art of making places. Urban design involves the design of buildings, groups of buildings, spaces and landscapes, in villages, towns and cities, and the establishment of frameworks and processes that facilitate successful development. Further information: [https://www.%20designcouncil.org.uk/sites/default/%20files/asset/document/councillorsguide-to-urban-design.pdf The Councillor’s Guide to Urban Design, CABE.] <br /> The art of creating and shaping cities and towns. Urban design involves the arrangement and design of buildings, public spaces, transport systems, services, and amenities. Urban design is the process of giving form,shape, and character to groups of buildings, to whole neighborhoods, and the city. It is a framework that orders the elements into a network of streets, squares, and blocks. Urban design blends architecture, landscape architecture, and city<br /> planning together to make urban areas functional and attractive. Urban design is about making connections between people and places, movement and urban form, nature and the built fabric. Urban design draws together the many strands of place-making, environmental stewardship, social equity and economic viability into the creation of places with distinct beauty and identity. Urban design is derived from but transcends planning and transportation policy, architectural design, development economics.<br /> <br><br /> <br /> ;Acupunture<br /> Urban acupuncture is a socioenvironmental theory that combines contemporary urban design with traditional Chinese acupuncture, using small-scale interventions to transform the larger urban context. Sites are selected through analysis of aggregate social, economic and ecological factors, and are developed through a dialogue between designers and the community. Just as the practice of acupuncture is aimed at relieving stress in the human body, the goal of urban acupuncture is to relieve stress in the built environment.</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Glossary&diff=12305 Glossary 2021-01-05T15:42:47Z

<p>Olaf.schroth: /* Vision */</p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> <br /> == Teaching ==<br /> <br /> ;Blended Learning<br /> :The range of possibilities presented by combining Internet and digital media with established classroom forms that require the physical co‐presence of teacher and students.<br /> Reference: [https://www.normfriesen.info/papers/Defining_Blended_Learning_NF.pdf Norm Friesen, August 2012 (accessed on the 10th of August on https://www.normfriesen.info/papers/Defining_Blended_Learning_NF.pdf)]<br /> <br /> ;Constructivism <br /> ''(learning theory)''<br /> :This theory assumes that there is no objective way of representing reality. Instead, there are as many constructions of reality as there are people in the world. In a learning context this means: both learners and teachers are constantly constructing realities, meanings and concepts. There can be communication and exchange about these constructions but there is no final model that could be transferred from a sender to a receiver. A starting point is that the individual mind decides whether knowledge is viable or not. The precondition for viability is the possibility to connect new knowledge to existing mental concepts. Observation, differentiation and individual responsibility are thus crucial for the success of constructivist learning. In this context, the main role of the teacher is to offer opportunities for authentic encounter, diversity experience, discourse, communication and mutual awareness in order to facilitate and stimulate constructivist learning processes (Fetzer, 2013). The approach of interaction-based constructivism provides a practical model for specifying learning processes. There are three main phases of knowledge processing: reconstruction, construction and deconstruction.<br /> <br /> ;Competence<br /> ''(professional, horizontal)''<br /> :A dynamic combination of attributes - with respect to knowledge and its application, to attitudes and responsibilities - that describe the LEARNING OUTCOMES of an educational programme, or how learners are able to perform at the end of an educational process. These consist of subject-area related competences (specific to a field of study) and generic competences (common to any degree course). The European Qualifications Framework describes competence in terms of responsibility and autonomy. It refers to the proven ability to use knowledge, skills and personal, social and/ or methodological abilities, in work or study situations and in professional and personal development.<br /> <br /> ;ISP<br /> :Short full time course of one to four weeks concentrating on a particular topic. It may take place at another institution or in a summer school.<br /> <br /> ;ECTS<br /> '''European Credit Transfer System'''<br /> :A system for increasing the transparency of educational systems and facilitating the mobility of students across Europe through credit transfer. It is based on the general assumption that the global workload of an academic year of study is equal to 60 credits. The 60 credits are then allocated to course units to describe the proportion of the student workload required to achieve the related LEARNING OUTCOMES. Credit transfer is guaranteed by explicit agreements among the home institution, the host institution and the mobile student.<br /> <br /> ;SWOT Analysis<br /> :Situation analysis in which internal strengths and weaknesses of an organization, and external opportunities and threats faced by it are closely examined to chart a strategy. SWOT stands for strengths, weaknesses, opportunities, and threats (see also PEST analysis).<br /> Reference:http://www.businessdictionary.com/definition/SWOT-analysis.html<br /> <br /> ;PEST Analysis<br /> :A type of situation analysis in which political-legal (government stability, spending, taxation), economic (inflation, interest rates, unemployment), socio-cultural (demographics, education, income distribution), and technological (knowledge generation, conversion of discoveries into products, rates of obsolescence) factors are examined to chart an organization's long-term plans (see also SWOT analysis).<br /> Reference:http://www.businessdictionary.com/definition/PEST-analysis.html<br /> <br /> ;DPSIR<br /> :A causal framework for describing the interactions between society and the environment: Human impact on the environment and vice versa because of the interdependence of the components. This framework has been adopted by the European Environment Agency. The components of this model are: Driving forces: e.g. industry, tourism, economic growth; Pressures: e.g. pollution, land-use change, population growth; States : e.g. water quality, soil quality, air quality, habitat, vegetation; Impacts : e.g. ill public health, habitat fragmentation, economic crisis, environmental damage, biodiversity loss; and Responses : e.g. taxes, environmental laws<br /> Reference: [https://en.wikipedia.org/wiki/DPSIR https://en.wikipedia.org/wiki/DPSIR accessed on the 10th of August 2020]<br /> <br /> == Coastal Landscapes ==<br /> <br /> ;Coastal Landscapes<br /> :“An area of sea, coastline and land, as perceived by people, whose character results from the actions and interactions of land with sea, by natural and/or human factors.” (seascape)<br /> <br /> [https://ec.europa.eu/environment/water/water-framework/index_en.html EU Water Framework Directive (European Commission, 23 October 2000)]<br /> <br /> ”(…) areas of continuous character under natural, cultural/social, and perceptual/aesthetic factors”<br /> [https://www.coe.int/en/web/landscape/the-european-landscape-convention European Landscape Convention (Council of Europe, 2000).]<br /> <br /> ” coastal zones are the common natural and cultural heritage of the peoples living there and that they should be preserved and judiciously used for the benefit of present and future generations”<br /> [https://ec.europa.eu/transparency/regdoc/rep/1/2008/EN/COM-2008-527-F1-EN-MAIN-PART-1.PDF Protocol on integrated coastal zones. Management in the Mediterranean (Brussels, 2008)]<br /> <br /> coastal areas (…) as ecosystems’ providers of significant resources for transport, food security, economic prosperity, ecosystem services and resilience”<br /> <br /> [http://habitat3.org/wp-content/uploads/NUA-English.pdf New Urban Agenda, Habitat III (United Nations, 2017)]<br /> <br /> <br /> ;Rural Landscapes<br /> ”Rural landscapes are a vital component of the heritage of humanity. They are also one of the most common types of continuing cultural landscapes. There is a great diversity of rural landscapes around the world that represent cultures and cultural traditions… They provide multiple economic and social benefits, multifunctionality, cultural support and ecosystem services for human societies”.<br /> ”Rural landscapes are terrestrial and aquatic areas co-produced by human-nature interaction and within which renewable natural resources are produced, such as food and/or raw materials. At the same time rural areas have cultural meanings attributed to them by people and communities”.<br /> <br /> [https://www.icomos.org/images/DOCUMENTS/Secretariat/Annual_Reports/RA_2017_ICOMOS_EN_DP_bd_2.pdf (ICOMOS 2017a)].<br /> <br /> ”The rural landscape is a renewable resource, changing as a result of different production measures”<br /> <br /> [https://mmm.fi/en/rural-areas/land-use-planning-in-rural-areas/rural-landscapes-and-landscape-management (Ministry of agriculture and forestry, Finland)]<br /> <br /> ”a spatial phenomenon that extends across regions, landscapes, natural areas, agricultural land, villages and other larger urban centres, pockets of industrialization and regional centres. It encompasses a diverse and complex economic and social fabric. It is the home of a great wealth of natural and cultural resources and traditions. It is becoming more important as a place for relaxation and leisure activities”.<br /> <br /> Rural areas - our link to the land, European Commission, 1994 (Europe 2000+)<br /> <br /> ”Agriculture and forestry are the main caretakers of rural landscapes. Its continued usage in a well-adjusted way is a prerequisite for maintaining its environmental worth”.<br /> <br /> Rural areas - our link to the land, European Commission, 1997<br /> <br /> <br /> ;Productive Landscapes<br /> <br /> ”Productive landscapes are part of a resilient urban matrix, a fundamental issue due to natural and human caused disasters, economic and ecological crises, etc. Integrating productivity in cities via landscape and planning tools and developing a sustainable infrastructure have a role in creating resilient cities. Urban agriculture is one of the major components of productive landscapes. Pioneering models of productive landscapes and urban agriculture go back to 19th century with the works of Ebenezer Howard, Le Corbusier, Frank Lloyd Right, and Ian McHarg”<br /> <br /> [https://www.researchgate.net/publication/287192976_Productive_landscapes_and_resilient_cities Akyol, M., Tuncay, H.E., 2013. ”Productive landscapes and resilient cities”, A|Z ITU Journal of Faculty of Architecture 10(2):133-147]<br /> <br /> ”Biodiverse production landscapes and seascapes that lie outside the protected area estate provide people with goods and services like food, pollination services, water, wood, energy and minerals. The use of natural resources in these landscapes and seascapes must be done sustainably in order to maintain biodiversity and the ecosystem goods and services it provides to society”.<br /> <br /> https://www.thegef.org/topics/productive-landscapes-and-seascapes<br /> <br /> ”Continuous productive urban landscape (CPUL) is an urban design concept integrating food growing into the design of cities through joining together existing open space and disused sites into a linear landscape that connects to the countryside. The term was first used by Bohn & Viljoen Architects in 2004 at a time when making the connection between food and the city was unusual”<br /> <br /> 'Review of Foodprint symposium' in, VOLUME magazine blog, (July 2009)<br /> <br /> <br /> ;Blue and Green Infrastructure<br /> ”Green infrastructure is a strategically planned network of natural and semi-natural areas with other environmental features designed and managed to deliver a wide range of ecosystem services such as water purification, air quality, space for recreation and climate mitigation and adaptation. This network of green (land) and blue (water) spaces can improve environmental conditions and therefore citizens' health and quality of life. It also supports a green economy, creates job opportunities and enhances biodiversity. The Natura 2000 network constitutes the backbone of the EU green infrastructure.<br /> <br /> Green infrastructure planning is a successfully tested tool to provide environmental, economic and social benefits through natural solutions. In many cases, it can reduce dependence on 'grey' infrastructure that can be damaging to the environment and biodiversity, and often more expensive to build and maintain.<br /> The European Commission has developed a Green Infrastructure Strategy. This strategy aims to ensure that the protection, restoration, creation and enhancement of green infrastructure become an integral part of spatial planning and territorial development whenever it offers a better alternative, or is complementary, to standard grey choices”.<br /> <br /> https://ec.europa.eu/environment/nature/ecosystems/index_en.htm<br /> <br /> ”Blue infrastructure refers to water elements, like rivers, canals, ponds, wetlands, floodplains, water treatment facilities, etc. Green infrastructure refers to trees, lawns, hedgerows, parks, fields, forests, etc. These terms come from urban planning and land-use planning.Blue-Green Infrastructure can also specifically refer to an urban planning approach in which design of naturalistic or completely artificial infrastructures in the city is intended to allow the whole water cycle to occur within the city. This can improve the delivery of water-related ecosystem services (reducing pollution in the air, irrigating parks, providing local drinking water), as well as preventing harms like flooding and spread of contaminants (e.g. from cars)”.<br /> <br /> [http://bioveins.eu/ Meredith Root-Bernstein, http://bioveins.eu/]<br /> <br /> <br /> ;Waterfront<br /> ”Waterfronts are defined by their nodal position between local and global scales. Scale is the processes of negotiation and compromise; it is contested and fought over, the temporary, the transient, sometimes fragile, sometimes stable outcome of political tension”<br /> <br /> (Randles and Dicken, 2004, 2012, in ”Transforming Urban Waterfronts: Fixity and Flow” editors: Gene Desfor, Jennefer Laidley, Quentin Stevens, Dirk Schubert)<br /> <br /> ”Historically, waterfront developments have undergone various stages of development initiatives and become the most challenging tasks for planners and urban designers nowadays. It reflected a dynamic natural resources with special characteristics and regarded as the most important factors that influenced the growth and image of the cities and had a significant impact on urbanization and modernization of the most cities in the near future”.<br /> <br /> Al-Shams, A. R., et al, ”Waterfront Development within the Urban Design and Public Space Framework in Malaysia”, in Asian Social Science; Vol. 9, No. 10; 2013<br /> <br /> <br /> ;Transect<br /> A transect, in its origins (Von Humboldt 1790), is a geographical cross-section of a region used to reveal a sequence of environments. Originally, it was used to analyze natural ecologies, showing varying characteristics through different zones such as shores, wetlands, plains, and uplands. For human environments, such a cross-section can be used to identify a set of habitats that vary by their level and intensity of urban character, a continuum that ranges from rural to urban. In Transect planning, this range of environments is the basis for organizing the components of urbanization: building, lot, land use, street, and all of the other physical elements of the human habitat.<br /> <br /> [https://www.amazon.com/SmartCode-Manual-v8-0-Andres-Duany/dp/0974502111 Andrés Duany et al., SmartCode & Manual, Miami: New Urban Publications, Inc., 2005]<br /> <br /> The valley section is a term invented by Patrick Geddes and described in his book, “The valley section from hills to sea.” (New York City, 1923) The valley section depicts an ideal regional-urban condition, whereas the Notation of Life embodies concrete architectural proposals on how to realise that ideal condition. Geddes expresses in the valley region that Enlightenment theory of social evolution describes mankind’s development through the four stages of hunting, pastoral, and agriculture toward commercial societies. The valley section is a longitudinal section which begins high up in the mountains and then follows the course of a river down the mountains and through a plain toward its estuary at the coast.<br /> [http://cityinenvironment.blogspot.com/2013/02/the-valley-section.html (https://bit.ly/2YWqQid, accessed on the 4th of July 2020)]<br /> <br /> == Implementation Process ==<br /> <br /> ;Integrated Coastal Management<br /> An integrated, participative territorial approach is required to ensure that the management of Europe’s coastal zones is environmentally and economically sustainable, as well as socially equitable and cohesive.<br /> It aims at resolving the conflicting demands of society for products and services, taking into account both current and future interests. Major objectives are to:<br /> * strengthen sectoral management by improving training, legislation and staffing;<br /> * preserve the biological diversity of coastal ecosystems by preventing habitat destruction, pollution and over-exploitation; and<br /> * promote the rational development and sustainable use of coastal resources.<br /> <br /> <br /> ;Integrated Planning<br /> Integrated planning (as opposed to sectoral planning) is a process involving the drawing together of level and sector specific planning efforts which permits strategic decision-making and provides a synoptic view of resources and commitments. Integrated planning acts as a focal point for institutional initiatives and resource allocation. In the context of integrated (or comprehensive) planning, economic, social, ecological and cultural factors are jointly used and combined to guide land- and facility-use decisions towards sustainable territorial development. <br /> <br /> <br /> ;Landscape Planning <br /> Landscape planning is an activity involving both public and private professionals, aiming at the creation, conservation, enhancement and restoration of landscapes at various scales, from greenways and public parks to large areas, such as forests, large wilderness areas and reclamation of degraded landscapes such as mines or landfills.<br /> Landscape planning encompasses a variety of skills, such as landscape architecture and design, nature conservation, knowledge of plants, ecosystems, soil science, hydrology, cultural landscapes, etc. The provisions of the European Landscape Convention are important guidelines for the content and procedures of landscape planning.<br /> <br /> <br /> ;Landscape Policies<br /> According to the European Landscape Convention, “landscape policy means an expression by the competent public authorities of general principles, strategies and guidelines that permit the taking of specific measures aimed at the protection, management and planning of landscapes”.<br /> Under this general heading, various types of landscape policies can be identified:<br /> * The European Landscape convention indicates that:<br /> - “landscape protection means actions to conserve and maintain the significant or characteristic features of a landscape, justified by its heritage value derived from its natural configuration and/or from human activity;<br /> - landscape management means action, from a perspective of sustainable development, to ensure the regular upkeep of a landscape, so as to guide and harmonise changes which are brought about by social, economic and environmental processes;<br /> - landscape planning means strong forward-looking action to enhance, restore or create landscapes.”<br /> * the Guiding Principles indicate that <br /> - “Spatial development policy can contribute to protecting, managing and enhancing landscapes by adopting appropriate measures, in particular by organising better interactions between various sectoral policies with regard to their territorial impacts”. Various types of measures are likely to contribute to this aim, such as: the integration of landscape development into spatial planning as well as into sectoral policies, the examination and general assessment of landscapes, the implementation of integrated policies, the consideration of landscape development and protection in international programmes, in cross-border and transnational cooperation, the strengthening of awareness of people, private organisations and territorial authorities of the value of landscapes, the stronger integration of landscape development into training programmes.<br /> <br /> <br /> ;Participatory Planning<br /> Participatory planning is a specific form of planning activities practiced by public authorities mainly at local level which makes it possible for the citizens to play a part in the planning process.<br /> The most common form of participatory planning is consultation of the population on projects before their formal approval. More substantial and creative forms of public participation are also in use, such as workshops, public debates, etc. The Internet plays an ever growing part in participatory planning, either for the dissemination of information on planning projects or in the context of interactive communication systems.<br /> <br /> <br /> ;Physical Planning<br /> Physical planning is strongly related to land-use planning, urban design, transport planning, landscape planning, building plans, etc. It addresses activities which immediately affect and programme the physical structure and environment of cities and neighbourhoods (as opposed to economic planning or social planning activities).<br /> <br /> <br /> ;Spatial Planning<br /> Spatial planning refers to the methods used by the public sector to influence the distribution of people and activities in spaces at various scales as well as the location of the various infrastructures, recreation and nature areas.<br /> Spatial planning activities are carried out at different administrative or governmental levels (local, regional, national), while activities of cooperation in this field are also implemented in cross-border, transnational and European contexts.<br /> <br /> <br /> ;Strategic Environmental Impact Assessment <br /> The Strategic Impact Assessment does not refer to the likely impacts of individual projects (as in the case of the EIA), but to the likely environmental impacts of certain plans and programmes.<br /> The SEA Directive (EU legislation), adopted in 2001, ensures that environmental consequences of certain plans and programmes are identified and assessed during their preparation and before their adoption. The public and environmental authorities can give their opinion and all results are integrated and taken into account in the course of the planning procedure. After the adoption of the plan or programme, the public is informed about the decision and the way in which it was made. In the case of likely transboundary significant effects, the affected Member State and its public are informed and have the possibility to make comments which are also integrated into the national decision-making process. SEA aims at contributing to more transparent planning by involving the public and by integrating environmental considerations and therefore to achieving the goal of sustainable development.<br /> * from the GLOSSARY OF KEY EXPRESSIONS USED IN SPATIAL DEVELOPMENT POLICIES IN EUROPE, Document presented at the 14th Session of the European Conference of Ministers responsible for Spatial/regional Planning, Lisbon (Portugal), 26-27 October 2006<br /> <br /> == Vision ==<br /> <br /> ;Strategy<br /> * A detailed plan for achieving success in situations such as war, politics, business, industry, or sport, or the skill of planning for such situations.<br /> * A way of doing something or dealing with something.<br /> * A long-range plan for achieving something or reaching a goal, or the skill of making such plans.<br /> * The way in which a business, government, or other organization carefully plans its actions over a period of time to improve its position and achieve what it wants<br /> <br /> https://dictionary.cambridge.org/dictionary/english/strategy<br /> <br /> * A method or plan chosen to bring about a desired future, such as achievement of a goal or solution to a problem.<br /> * The art and science of planning and marshalling resources for their most efficient and effective use. The term is derived from the Greek word for generalship or leading an army. See also tactics.<br /> <br /> http://www.businessdictionary.com/definition/strategy.html<br /> <br /> <br /> ;Strategic Planning<br /> Strategic planning is a process undertaken by an organization to develop a plan for achievement of its overall long-term organizational goals. <br /> What Is the Strategic Planning Process? - Model, Steps & Examples <br /> <br /> https://study.com/academy/lesson/what-is-the-strategic-planning-process-model-steps-examples.html<br /> <br /> <br /> ;Strategy Implementation<br /> Strategy implementation consists of putting plans in place by formulating a strategy to achieve the organization's goals and objectives. It can also be described as the way a business might develop, use, and integrate the organizational hierarchy, systems, and culture to pursue strategies that will result in competitive advantage and improved performance. In the example, the organization's goal is increased sales and regaining its market position. The strategy will be specific actions that will realize the goals. <br /> Strategy Implementation: Plan, Process & Examples <br /> <br /> https://study.com/academy/lesson/strategy-implementation-plan-process-examples.html <br /> <br /> <br /> ;Monitoring<br /> Supervising activities in progress to ensure they are on-course and on-schedule in meeting the objectives and performance targets.<br /> <br /> http://www.businessdictionary.com/definition/monitoring.html <br /> To watch and check a situation carefully for a period of time in order to discover something about it.<br /> <br /> https://dictionary.cambridge.org/dictionary/english/monitoring <br /> <br /> <br /> ;Policy<br /> A set of ideas or a plan of what to do in particular situations that has been agreed to officially by a group of people, a business organization, a government, or a political party. <br /> <br /> https://dictionary.cambridge.org/dictionary/english/policy<br /> <br /> Politics: (1) The basic principles by which a government is guided.<br /> The declared objectives that a government or party seeks to achieve and preserve in the interest of the national community (see also public policy).<br /> <br /> Management: The set of basic principles and associated guidelines, formulated and enforced by the governing body of an organization, to direct and limit its actions in pursuit of long-term goals (see also corporate policy).<br /> <br /> http://www.businessdictionary.com/definition/policy.html<br /> <br /> <br /> ;Dissemination<br /> The act of spreading news, information, ideas, etc. to a lot of people. <br /> <br /> https://dictionary.cambridge.org/dictionary/english/dissemination<br /> <br /> Broadcast of an idea or message on a large scale to make it reach a wide audience. <br /> <br /> http://www.businessdictionary.com/definition/dissemination.html<br /> <br /> <br /> ;Stakeholder<br /> A person, group or organization that has interest or concern in an organization.<br /> Stakeholders can affect or be affected by the organization's actions, objectives and policies. Some examples of key stakeholders are creditors, directors, employees, government (and its agencies), owners (shareholders), suppliers, unions, and the community from which the business draws its resources.<br /> Not all stakeholders are equal. A company's customers are entitled to fair trading practices but they are not entitled to the same consideration as the company's employees.<br /> <br /> http://www.businessdictionary.com/definition/stakeholder.html<br /> <br /> <br /> ;Urban Design<br /> The art of making places. Urban design involves the design of buildings, groups of buildings, spaces and landscapes, in villages, towns and cities, and the establishment of frameworks and processes that facilitate successful development. Further information: [https://www.%20designcouncil.org.uk/sites/default/%20files/asset/document/councillorsguide-to-urban-design.pdf The Councillor’s Guide to Urban Design, CABE.] <br /> The art of creating and shaping cities and towns. Urban design involves the arrangement and design of buildings, public spaces, transport systems, services, and amenities. Urban design is the process of giving form,shape, and character to groups of buildings, to whole neighborhoods, and the city. It is a framework that orders the elements into a network of streets, squares, and blocks. Urban design blends architecture, landscape architecture, and city<br /> planning together to make urban areas functional and attractive. Urban design is about making connections between people and places, movement and urban form, nature and the built fabric. Urban design draws together the many strands of place-making, environmental stewardship, social equity and economic viability into the creation of places with distinct beauty and identity. Urban design is derived from but transcends planning and transportation policy, architectural design, development economics.<br /> <br /> ;Acupunture<br /> Urban acupuncture is a socioenvironmental theory that combines contemporary urban design with traditional Chinese acupuncture, using small-scale interventions to transform the larger urban context. Sites are selected through analysis of aggregate social, economic and ecological factors, and are developed through a dialogue between designers and the community. Just as the practice of acupuncture is aimed at relieving stress in the human body, the goal of urban acupuncture is to relieve stress in the built environment.</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Dissemination&diff=12304 Dissemination 2021-01-05T15:39:41Z

<p>Olaf.schroth: </p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> <br /> {| class="wikitable"<br /> |-<br /> | Dissemination and exploitation of results are integral parts of the Erasmus+ project. Making others aware of it contributes to raising the profile of the organisations involved in Erasmus+ Programmes, and it enables the wider community to benefit from the EU funded project outputs in terms of implementing education and training. Being dissemination activities of various types and topics, it is important to consider which kind of dissemination activities are fitted to the main goal of the present educational programme.<br /> |}<br /> <br /> * '''Dissemination''' is an innovative concept beyond the well-established reporting of academic results, traditionally book publications, academic journals and meetings (conferences and workshops). Research dissemination is a planned process of communication and interaction that involves several target audiences. A target audience is a group of people, to whom the messages, results, strategies and methodologies are addressed. Each audience is labelled with specific attributes. Activities and messages must be tailored to the audience features. A dissemination plan provides information on the results, programmes and initiatives to the key actors who, as part of the target audience, have the political responsibility, the financial resources, the authority or the skills and expertise to actively influence <br /> local processes of social, urban and landscape transformation.<br /> * '''Exploitation''' is the use of the project results for commercial purposes or in public policymaking. Its main aim is to convince individual end-users to adopt and apply the results of the project and its initiatives, so that the outcomes are used beyond the lifetime of the project.<br /> <br /> * [[Objectives: preliminary actions and dissemination plan]]<br> The project needs to define which partner is responsible for the dissemination activity, with the task of designing the plan and reports at different stages.<br /> <br /> * [[Key actors]]<br> Various local, regional and international stakeholders may be contacted to participate in your coastal landscape planning course.<br /> <br /> * [[Internal dissemination | Dissemination: Actions 1-2]]<br> Given the presence of so many partners and students of different cultures, the first phase is the so-called “internal-dissemination” phase to let the partners develop a common understanding about the project and to agree on the main strategic activities. <br /> <br /> * [[External dissemination | Dissemination: Actions 3-4]]<br> Actions 3 and 4 aim at the inclusion of local communities and stakeholders in the activities.<br /> <br /> * [[External dissemination: Actions 5-6]]<br> Not only local and regional stakeholders but also professional and scientific communities may be very interested in the course outcomes. These are targeted through Actions 5-6 in the external dissemination plan. <br /> <br /> <br /> == Example == <br /> For an example, pleaes see the Tallinn [https://ilias.hfwu.de/goto.php?target=file_31296_download&client_id=hfwu workshop documentation]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=External_dissemination:_Actions_5-6&diff=12303 External dissemination: Actions 5-6 2021-01-05T15:37:04Z

<p>Olaf.schroth: /* ACTION no.5: Disseminating experiences/advances/results to the local community and external project partners */</p> <hr /> <div>[[File:Actions 5-6.PNG|thumb|right|Actions 5 - 6]]<br /> <br /> == ACTION no.5: Disseminating experiences/advances/results to the local community and external project partners ==<br /> The intensive study programme (ISP) focuses on a specific study area chosen by each university partner responsible for organising such activity (host partner). Local communities are strongly interested in these programmes and their design outputs. The involved stakeholders who live in the study area expect effective solutions to the critical issues and problems analysed during the workshops. To meet such expectations, the dissemination must include a post-ISP phase with the publication of the workshop design proposals in the booklet described in Action no. 4. Moreover, the activities should be published in local newspapers and on broadcasting tv/ radio to reach a wider local public who, although interested, may not have found active involvement during the ISP’s activities. The dissemination is carried on the project’s website and social media, as part of the ongoing process of documentation. The host partner uses the ISP outputs to disseminate directly to the local and regional community and authorities. Also, to the local and regional professionals through thematic events, workshops and debates held on the occasion of international elebrations in the field (such as the World Town Planning Day) and for specific local and regional discussions of coastal area planning issues. The ISP output may be used as a basis for initial planning and development proposals and models for directing the public and professional consultations in the planning and decision-making process of involved communities and urban spaces in the coastal areas. Additional workshops may be organised within the host institution. This is to link the students with the local and regional professionals for knowledge, skills and competences exchange and for further debating and enhancing the sustainable development of national coastal areas while working with the ISP outputs as a starting point and as a discussion framework. <br><br /> <br /> == ACTION no.6: Disseminating experiences/advances/results to the scientific community ==<br /> The scientific community is informed about the development of all the stages of the project, particularly about the methods and structure of the online courses and the workshops (ISPs), as to enhance the transfer of good practises within institutions. To achieve this goal, the dissemination is pursued with publications; scientific books and journals, and academic meetings such as conferences and seminars. These activities are complemented by mutual workshops and debates with professional networks and NGOs’ representatives. Thus, the project achievements are translated into practice through the participation of the academic team members in the European and national policy-making processes. The scientific dissemination is also useful to provide the partner institutions involved in the programme with ongoing feedback. Building expertise is a constant and neverending process benefitting from discussions and critique. It cannot be excluded, for instance, that similar experiences might have been carried by other institutions, hence the exchange of ideas with colleagues can result in a process of implementation of the planned activities.</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=External_dissemination:_Actions_5-6&diff=12302 External dissemination: Actions 5-6 2021-01-05T15:36:35Z

<p>Olaf.schroth: </p> <hr /> <div>[[File:Actions 5-6.PNG|thumb|right|Actions 5 - 6]]<br /> <br /> == ACTION no.5: Disseminating experiences/advances/results to the local community and external project partners ==<br /> The intensive study programme (ISP) focuses on a specific study area chosen by each university partner responsible for organising such activity (host partner). Local communities are strongly interested in these programmes and their design outputs. The involved stakeholders who live in the study area expect effective solutions to the critical issues and problems analysed during the workshops. To meet such expectations, the dissemination must include a post-ISP phase with the publication of the workshop design proposals in the booklet described in Action no. 4. Moreover, the activities should be published in local newspapers and on broadcasting tv/ radio to reach a wider local public<br /> who, although interested, may not have found active involvement during the ISP’s activities. The dissemination is carried on the project’s website and social media, as part of the ongoing process of documentation. The host partner uses the ISP outputs to disseminate directly to the local and regional community and authorities. Also, to the local and regional professionals through thematic events, workshops and debates held on the occasion of international <br /> elebrations in the field (such as the World Town Planning Day) and for specific local and regional discussions of coastal area planning issues. The ISP output may be used as a basis for initial planning and development proposals<br /> and models for directing the public and professional consultations in the planning and decision-making process of involved communities and urban spaces in the coastal areas. Additional workshops may be organised within the host institution. This is to link the students with the local and regional professionals for knowledge, skills and competences exchange and for further debating and enhancing the sustainable development of national coastal areas while working with the ISP outputs as a starting point and as a discussion framework. <br><br /> <br><br /> == ACTION no.6: Disseminating experiences/advances/results to the scientific community ==<br /> The scientific community is informed about the development of all the stages of the project, particularly about the methods and structure of the online courses and the workshops (ISPs), as to enhance the transfer of good practises within institutions. To achieve this goal, the dissemination is pursued with publications; scientific books and journals, and academic meetings such as conferences and seminars. These activities are complemented by mutual workshops and debates with professional networks and NGOs’ representatives. Thus, the project achievements are translated into practice through the participation of the academic team members in the European and national policy-making processes. The scientific dissemination is also useful to provide the partner institutions involved in the programme with ongoing feedback. Building expertise is a constant and neverending process benefitting from discussions and critique. It cannot be excluded, for instance, that similar experiences might have been carried by other institutions, hence the exchange of ideas with colleagues can result in a process of implementation of the planned activities.</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Dissemination&diff=12301 Dissemination 2021-01-05T15:34:23Z

<p>Olaf.schroth: </p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> <br /> {| class="wikitable"<br /> |-<br /> | Dissemination and exploitation of results are integral parts of the Erasmus+ project. Making others aware of it contributes to raising the profile of the organisations involved in Erasmus+ Programmes, and it enables the wider community to benefit from the EU funded project outputs in terms of implementing education and training. Being dissemination activities of various types and topics, it is important to consider which kind of dissemination activities are fitted to the main goal of the present educational programme.<br /> |}<br /> <br /> * '''Dissemination''' is an innovative concept beyond the well-established reporting of academic results, traditionally book publications, academic journals and meetings (conferences and workshops). Research dissemination is a planned process of communication and interaction that involves several target audiences. A target audience is a group of people, to whom the messages, results, strategies and methodologies are addressed. Each audience is labelled with specific attributes. Activities and messages must be tailored to the audience features. A dissemination plan provides information on the results, programmes and initiatives to the key actors who, as part of the target audience, have the political responsibility, the financial resources, the authority or the skills and expertise to actively influence <br /> local processes of social, urban and landscape transformation.<br /> * '''Exploitation''' is the use of the project results for commercial purposes or in public policymaking. Its main aim is to convince individual end-users to adopt and apply the results of the project and its initiatives, so that the outcomes are used beyond the lifetime of the project.<br /> <br /> * [[Objectives: preliminary actions and dissemination plan]]<br> The project needs to define which partner is responsible for the dissemination activity, with the task of designing the plan and reports at different stages.<br /> <br /> * [[Key actors]]<br> Various local, regional and international stakeholders may be contacted to participate in your coastal landscape planning course.<br /> <br /> * [[Internal dissemination | Internal dissemination: Actions 1-2]]<br> Given the presence of so many partners and students of different cultures, the first phase is the so-called “internal-dissemination” phase to let the partners develop a common understanding about the project and to agree on the main strategic activities. <br /> <br /> * [[External dissemination | External dissemination: Actions 3-4]]<br> Local communities are usually very interested in the course outcomes. These are targeted through Actions 3-4 in the external dissemination plan. <br /> <br /> * [[External dissemination: Actions 5-6]]<br> Professional and scientific communities may also be very interested in the course outcomes. These are targeted through Actions 5-6 in the external dissemination plan. <br /> <br /> <br /> == Example == <br /> For an example, pleaes see the Tallinn [https://ilias.hfwu.de/goto.php?target=file_31296_download&client_id=hfwu workshop documentation]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Dissemination&diff=12300 Dissemination 2021-01-05T15:33:58Z

<p>Olaf.schroth: </p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> <br /> {| class="wikitable"<br /> |-<br /> | Dissemination and exploitation of results are integral parts of the Erasmus+ project. Making others aware of it contributes to raising the profile of the organisations involved in Erasmus+ Programmes, and it enables the wider community to benefit from the EU funded project outputs in terms of implementing education and training. Being dissemination activities of various types and topics, it is important to consider which kind of dissemination activities are fitted to the main goal of the present educational programme.<br /> |}<br /> <br /> * '''Dissemination''' is an innovative concept beyond the well-established reporting of academic results, traditionally book publications, academic journals and meetings (conferences and workshops). Research dissemination is a planned process of communication and interaction that involves several target audiences. A target audience is a group of people, to whom the messages, results, strategies and methodologies are addressed. Each audience is labelled with specific attributes. Activities and messages must be tailored to the audience features. A dissemination plan provides information on the results, programmes and initiatives to the key actors who, as part of the target audience, have the political responsibility, the financial resources, the authority or the skills and expertise to actively influence <br /> local processes of social, urban and landscape transformation.<br /> * '''Exploitation''' is the use of the project results for commercial purposes or in public policymaking. Its main aim is to convince individual end-users to adopt and apply the results of the project and its initiatives, so that the outcomes are used beyond the lifetime of the project.<br /> <br /> * [[Objectives: preliminary actions and dissemination plan]]<br> The project needs to define which partner is responsible for the dissemination activity, with the task of designing the plan and reports at different stages.<br /> <br /> * [[Key actors]]<br> Various local, regional and international stakeholders may be contacted to participate in your coastal landscape planning course.<br /> <br /> * [[Internal dissemination: Actions 1-2]]<br> Given the presence of so many partners and students of different cultures, the first phase is the so-called “internal-dissemination” phase to let the partners develop a common understanding about the project and to agree on the main strategic activities. <br /> <br /> * [[External dissemination | External dissemination: Actions 3-4]]<br> Local communities are usually very interested in the course outcomes. These are targeted through Actions 3-4 in the external dissemination plan. <br /> <br /> * [[External dissemination: Actions 5-6]]<br> Professional and scientific communities may also be very interested in the course outcomes. These are targeted through Actions 5-6 in the external dissemination plan. <br /> <br /> <br /> == Example == <br /> For an example, pleaes see the Tallinn [https://ilias.hfwu.de/goto.php?target=file_31296_download&client_id=hfwu workshop documentation]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=External_dissemination:_Actions_5-6&diff=12299 External dissemination: Actions 5-6 2021-01-05T15:33:22Z

<p>Olaf.schroth: Created page with " ACTION no.5: Disseminating experiences/advances/results to the local community and external project partners The intensive study programme (ISP) focuses on a specific study..."</p> <hr /> <div><br /> <br /> <br /> ACTION no.5: Disseminating<br /> experiences/advances/results to<br /> the local community and external<br /> project partners<br /> The intensive study programme<br /> (ISP) focuses on a specific study<br /> area chosen by each university<br /> partner responsible for organising<br /> such activity (host partner). Local<br /> communities are strongly interested<br /> in these programmes and their design<br /> outputs. The involved stakeholders<br /> who live in the study area expect<br /> effective solutions to the critical<br /> issues and problems analysed<br /> during the workshops. To meet such<br /> expectations, the dissemination must<br /> include a post-ISP phase with the<br /> publication of the workshop design<br /> proposals in the booklet described<br /> in Action no. 4. Moreover, the<br /> activities should be published in local<br /> newspapers and on broadcasting tv/<br /> radio to reach a wider local public<br /> who, although interested, may not<br /> have found active involvement during<br /> the ISP’s activities. The dissemination<br /> is carried on the project’s website and<br /> social media, as part of the ongoing<br /> process of documentation.The<br /> host partner uses the ISP outputs to<br /> disseminate directly to the local and<br /> regional community and authorities.<br /> Also, to the local and regional<br /> professionals through thematic events,<br /> workshops and debates held on the<br /> occasion of international celebrations<br /> in the field (such as the World Town<br /> Planning Day) and for specific local<br /> and regional discussions of coastal<br /> area planning issues. The ISP output<br /> may be used as a basis for initial<br /> planning and development proposals<br /> and models for directing the public<br /> and professional consultations in the<br /> planning and decision-making process<br /> of involved communities and urban<br /> spaces in the coastal areas. Additional<br /> workshops may be organised within<br /> the host institution. This is to link the<br /> students with the local and regional<br /> professionals for knowledge, skills<br /> and competences exchange and for<br /> further debating and enhancing the<br /> sustainable development of national<br /> coastal areas while working with the<br /> ISP outputs as a starting point and as a<br /> discussion framework.<br /> ACTION no.6: Disseminating<br /> experiences/advances/results to the<br /> scientific community<br /> The scientific community is informed<br /> about the development of all the<br /> stages of the project, particularly<br /> about the methods and structure of<br /> the online courses and the workshops<br /> (ISPs), as to enhance the transfer of<br /> good practises within institutions. To<br /> achieve this goal, the dissemination is<br /> pursued with publications; scientific<br /> books and journals, and academic<br /> meetings such as conferences<br /> and seminars. These activities are<br /> complemented by mutual workshops<br /> and debates with professional<br /> networks and NGOs’ representatives.<br /> Thus, the project achievements are<br /> translated into practice through the<br /> participation of the academic team<br /> members in the European and national<br /> policy-making processes.<br /> The scientific dissemination is<br /> also useful to provide the partner<br /> institutions involved in the programme<br /> with ongoing feedback. Building<br /> expertise is a constant and neverending<br /> process benefitting from<br /> discussions and critique. It cannot be<br /> excluded, for instance, that similar<br /> experiences might have been carried<br /> by other institutions, hence the<br /> exchange of ideas with colleagues can<br /> result in a process of implementation<br /> of the planned activities.</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Dissemination&diff=12298 Dissemination 2021-01-05T15:33:04Z

<p>Olaf.schroth: </p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> <br /> {| class="wikitable"<br /> |-<br /> | Dissemination and exploitation of results are integral parts of the Erasmus+ project. Making others aware of it contributes to raising the profile of the organisations involved in Erasmus+ Programmes, and it enables the wider community to benefit from the EU funded project outputs in terms of implementing education and training. Being dissemination activities of various types and topics, it is important to consider which kind of dissemination activities are fitted to the main goal of the present educational programme.<br /> |}<br /> <br /> * '''Dissemination''' is an innovative concept beyond the well-established reporting of academic results, traditionally book publications, academic journals and meetings (conferences and workshops). Research dissemination is a planned process of communication and interaction that involves several target audiences. A target audience is a group of people, to whom the messages, results, strategies and methodologies are addressed. Each audience is labelled with specific attributes. Activities and messages must be tailored to the audience features. A dissemination plan provides information on the results, programmes and initiatives to the key actors who, as part of the target audience, have the political responsibility, the financial resources, the authority or the skills and expertise to actively influence <br /> local processes of social, urban and landscape transformation.<br /> * '''Exploitation''' is the use of the project results for commercial purposes or in public policymaking. Its main aim is to convince individual end-users to adopt and apply the results of the project and its initiatives, so that the outcomes are used beyond the lifetime of the project.<br /> <br /> * [[Objectives: preliminary actions and dissemination plan]]<br> The project needs to define which partner is responsible for the dissemination activity, with the task of designing the plan and reports at different stages.<br /> <br /> * [[Key actors]]<br> Various local, regional and international stakeholders may be contacted to participate in your coastal landscape planning course.<br /> <br /> * [[Internal dissemination: Actions 1-2]]<br> Given the presence of so many partners and students of different cultures, the first phase is the so-called “internal-dissemination” phase to let the partners develop a common understanding about the project and to agree on the main strategic activities. <br /> <br /> * [[External dissemination: Actions 3-4]]<br> Local communities are usually very interested in the course outcomes. These are targeted through Actions 3-4 in the external dissemination plan. <br /> <br /> * [[External dissemination: Actions 5-6]]<br> Professional and scientific communities may also be very interested in the course outcomes. These are targeted through Actions 5-6 in the external dissemination plan. <br /> <br /> <br /> == Example == <br /> For an example, pleaes see the Tallinn [https://ilias.hfwu.de/goto.php?target=file_31296_download&client_id=hfwu workshop documentation]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=External_dissemination&diff=12297 External dissemination 2021-01-05T15:30:03Z

<p>Olaf.schroth: /* ACTION no.4: Enrolment of the local community and stakeholders both in the online course and the ISP (Intensive Study Programme) on site */</p> <hr /> <div>[[File:Actions 3-4.PNG|thumb|right|Actions 3-4]]<br /> <br /> == ACTION no.3: Course participant network ==<br /> It is of primary importance to develop a network of course participants, to sustain and disseminate the community experience gained during the blended learning activities. This community can be organised via social networks, i.e., Facebook. This activity contributes to the postfunding continuity of the course as well. Erasmus+ has an open access requirement for all materials developed by the projects it funds. Open educational platforms are an effective means to ensure free public access to intellectual outputs, tangible deliverables, scientific results and didactic methodologies. This Wiki is an example of a collaborative web-based platform to build shared knowledge and to highlight the outcomes of Erasmus+ projects. The programme participants can easily upload their materials on the Wiki and the contents can be updated at any time. Such a platform, however, requires a full respect of copyright and websharing laws. The learning materials produced for each module will be made available under the Creative Commons (CC) license (Attribution-Noncommercial-Share Alike). In addition to their further development, other educators will be able to reuse the materials and adapt them to their specific contexts. Experience plays a big role in developing the best strategies. Learning from personal and other’s experiences supports the achievements of better results.<br /> Reports, drawings, images and videos from international learning activities will be available for download from the project website and they will also be found via social media. <br /> <br /> == ACTION no.4: Enrolment of the local community and stakeholders both in the online course and the ISP (Intensive Study Programme) on site ==<br /> At a later stage of the project, dissemination must overcome the limits of teachers and learners and it should be oriented towards tailored stakeholders, calling for interaction and cooperation between the research institutions and ther institutions such as the mass media, schools, art institutions, communities with various beliefs and volunteer associations. The ISP learning and research activities include the active involvement of a large range of local and regional stakeholders:<br><br /> * community members<br /> * local population<br /> * entrepreneurs<br /> * local and regional authorities<br /> * representatives of local and regional public social and cultural institutions<br /> * local and regional private companies<br /> * local and regional NGOs<br /> * local and regional professionals and researchers<br /> <br><br /> <br /> This involvement is to ensure both a proper knowledge of the study area issues and development aims, and their ongoing participation and feedback for defining and outlining the projects and development proposals of the students. Each partner is responsible for informing the relevant national stakeholders about the project activities via its distribution channels and for calling them to direct meetings (including mutual presentations and debates) with the students and teachers attending the ISP. This also includes informing the local and regional authorities. The ISP activities start with detailed presentations of the local and regional public and private representatives, including<br /> authorities, institutions, professionals, researchers and companies, on the national coastal area and the specific study area while further meetings and debates take place with the local community and other stakeholders. Also, especially during the ISPs, the project has the chance to develop a wide communication campaign, through newspapers, local mass media, seminars and meetings about the activities carried on both in the workshop and the programme as a whole. The project partners hosting the ISP ought to prepare a written manual describing the aims, contents, schedule, activities, academic participants (students and teachers) and local stakeholders.<br><br /> <br /> At the end of the ISP, the hosting partner provides a booklet documenting the activities and their impacts on the local community. The format of the booklet is composed by the partners, along with coordination of its dissemination. For an example, please have a look at the Tallinn [https://ilias.hfwu.de/goto.php?target=file_31296_download&client_id=hfwu workshop documentation]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=External_dissemination&diff=12296 External dissemination 2021-01-05T15:29:51Z

<p>Olaf.schroth: /* ACTION no.4: Enrolment of the local community and stakeholders both in the online course and the ISP (Intensive Study Programme) on site */</p> <hr /> <div>[[File:Actions 3-4.PNG|thumb|right|Actions 3-4]]<br /> <br /> == ACTION no.3: Course participant network ==<br /> It is of primary importance to develop a network of course participants, to sustain and disseminate the community experience gained during the blended learning activities. This community can be organised via social networks, i.e., Facebook. This activity contributes to the postfunding continuity of the course as well. Erasmus+ has an open access requirement for all materials developed by the projects it funds. Open educational platforms are an effective means to ensure free public access to intellectual outputs, tangible deliverables, scientific results and didactic methodologies. This Wiki is an example of a collaborative web-based platform to build shared knowledge and to highlight the outcomes of Erasmus+ projects. The programme participants can easily upload their materials on the Wiki and the contents can be updated at any time. Such a platform, however, requires a full respect of copyright and websharing laws. The learning materials produced for each module will be made available under the Creative Commons (CC) license (Attribution-Noncommercial-Share Alike). In addition to their further development, other educators will be able to reuse the materials and adapt them to their specific contexts. Experience plays a big role in developing the best strategies. Learning from personal and other’s experiences supports the achievements of better results.<br /> Reports, drawings, images and videos from international learning activities will be available for download from the project website and they will also be found via social media. <br /> <br /> == ACTION no.4: Enrolment of the local community and stakeholders both in the online course and the ISP (Intensive Study Programme) on site ==<br /> At a later stage of the project, dissemination must overcome the limits of teachers and learners and it should be oriented towards tailored stakeholders, calling for interaction and cooperation between the research institutions and ther institutions such as the mass media, schools, art institutions, communities with various beliefs and volunteer associations. The ISP learning and research activities include the active involvement of a large range of local and regional stakeholders:<br><br /> * community members<br /> * local population<br /> * entrepreneurs<br /> * local and regional authorities<br /> * representatives of local and regional public social and cultural institutions<br /> * local and regional private companies<br /> * local and regional NGOs<br /> * local and regional professionals and researchers<br /> <br><br /> <br /> This involvement is to ensure both a proper knowledge of the study area issues and development aims, and their ongoing participation and feedback for defining and outlining the projects and development proposals of the students. Each partner is responsible for informing the relevant national stakeholders about the project activities via its distribution channels and for calling them to direct meetings (including mutual presentations and debates) with the students and teachers attending the ISP. This also includes informing the local and regional authorities. The ISP activities start with detailed presentations of the local and regional public and private representatives, including<br /> authorities, institutions, professionals, researchers and companies, on the national coastal area and the specific study area while further meetings and debates take place with the local community and other stakeholders. Also, especially during the ISPs, the project has the chance to develop a wide communication campaign, through newspapers, local mass media, seminars and meetings about the activities carried on both in the workshop and the programme as a whole. The project partners hosting the ISP ought to prepare a written manual describing the aims, contents, schedule, activities, academic participants (students and teachers) and local stakeholders.<br><br /> <br /> At the end of the ISP, the hosting partner provides a booklet documenting the activities and their impacts on the local community. The format of the booklet is composed by the partners, along with coordination of its dissemination. For an example, please have a look at the Tallinn Workshop documentation [https://ilias.hfwu.de/goto.php?target=file_31296_download&client_id=hfwu workshop documentation]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=External_dissemination&diff=12295 External dissemination 2021-01-05T15:29:26Z

<p>Olaf.schroth: /* ACTION no.4: Enrolment of the local community and stakeholders both in the online course and the ISP (Intensive Study Programme) on site */</p> <hr /> <div>[[File:Actions 3-4.PNG|thumb|right|Actions 3-4]]<br /> <br /> == ACTION no.3: Course participant network ==<br /> It is of primary importance to develop a network of course participants, to sustain and disseminate the community experience gained during the blended learning activities. This community can be organised via social networks, i.e., Facebook. This activity contributes to the postfunding continuity of the course as well. Erasmus+ has an open access requirement for all materials developed by the projects it funds. Open educational platforms are an effective means to ensure free public access to intellectual outputs, tangible deliverables, scientific results and didactic methodologies. This Wiki is an example of a collaborative web-based platform to build shared knowledge and to highlight the outcomes of Erasmus+ projects. The programme participants can easily upload their materials on the Wiki and the contents can be updated at any time. Such a platform, however, requires a full respect of copyright and websharing laws. The learning materials produced for each module will be made available under the Creative Commons (CC) license (Attribution-Noncommercial-Share Alike). In addition to their further development, other educators will be able to reuse the materials and adapt them to their specific contexts. Experience plays a big role in developing the best strategies. Learning from personal and other’s experiences supports the achievements of better results.<br /> Reports, drawings, images and videos from international learning activities will be available for download from the project website and they will also be found via social media. <br /> <br /> == ACTION no.4: Enrolment of the local community and stakeholders both in the online course and the ISP (Intensive Study Programme) on site ==<br /> At a later stage of the project, dissemination must overcome the limits of teachers and learners and it should be oriented towards tailored stakeholders, calling for interaction and cooperation between the research institutions and ther institutions such as the mass media, schools, art institutions, communities with various beliefs and volunteer associations. The ISP learning and research activities include the active involvement of a large range of local and regional stakeholders:<br><br /> * community members<br /> * local population<br /> * entrepreneurs<br /> * local and regional authorities<br /> * representatives of local and regional public social and cultural institutions<br /> * local and regional private companies<br /> * local and regional NGOs<br /> * local and regional professionals and researchers<br /> <br><br /> <br /> This involvement is to ensure both a proper knowledge of the study area issues and development aims, and their ongoing participation and feedback for defining and outlining the projects and development proposals of the students. Each partner is responsible for informing the relevant national stakeholders about the project activities via its distribution channels and for calling them to direct meetings (including mutual presentations and debates) with the students and teachers attending the ISP. This also includes informing the local and regional authorities. The ISP activities start with detailed presentations of the local and regional public and private representatives, including<br /> authorities, institutions, professionals, researchers and companies, on the national coastal area and the specific study area while further meetings and debates take place with the local community and other stakeholders. Also, especially during the ISPs, the project has the chance to develop a wide communication campaign, through newspapers, local mass media, seminars and meetings about the activities carried on both in the workshop and the programme as a whole. The project partners hosting the ISP ought to prepare a written manual describing the aims, contents, schedule, activities, academic participants (students and teachers) and local stakeholders.<br><br /> <br /> At the end of the ISP, the hosting partner provides a booklet documenting the activities and their impacts on the local community. The format of the booklet is composed by the partners, along with coordination of its dissemination. For an example, please have a look at [https://ilias.hfwu.de/goto.php?target=file_31296_download&client_id=hfwu workshop documentation]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=External_dissemination&diff=12294 External dissemination 2021-01-05T15:28:44Z

<p>Olaf.schroth: /* ACTION no.4: Enrolment of the local community and stakeholders both in the online course and the ISP (Intensive Study Programme) on site */</p> <hr /> <div>[[File:Actions 3-4.PNG|thumb|right|Actions 3-4]]<br /> <br /> == ACTION no.3: Course participant network ==<br /> It is of primary importance to develop a network of course participants, to sustain and disseminate the community experience gained during the blended learning activities. This community can be organised via social networks, i.e., Facebook. This activity contributes to the postfunding continuity of the course as well. Erasmus+ has an open access requirement for all materials developed by the projects it funds. Open educational platforms are an effective means to ensure free public access to intellectual outputs, tangible deliverables, scientific results and didactic methodologies. This Wiki is an example of a collaborative web-based platform to build shared knowledge and to highlight the outcomes of Erasmus+ projects. The programme participants can easily upload their materials on the Wiki and the contents can be updated at any time. Such a platform, however, requires a full respect of copyright and websharing laws. The learning materials produced for each module will be made available under the Creative Commons (CC) license (Attribution-Noncommercial-Share Alike). In addition to their further development, other educators will be able to reuse the materials and adapt them to their specific contexts. Experience plays a big role in developing the best strategies. Learning from personal and other’s experiences supports the achievements of better results.<br /> Reports, drawings, images and videos from international learning activities will be available for download from the project website and they will also be found via social media. <br /> <br /> == ACTION no.4: Enrolment of the local community and stakeholders both in the online course and the ISP (Intensive Study Programme) on site ==<br /> At a later stage of the project, dissemination must overcome the limits of teachers and learners and it should be oriented towards tailored stakeholders, calling for interaction and cooperation between the research institutions and ther institutions such as the mass media, schools, art institutions, communities with various beliefs and volunteer associations. The ISP learning and research activities include the active involvement of a large range of local and regional stakeholders:<br><br /> * community members<br /> * local population<br /> * entrepreneurs<br /> * local and regional authorities<br /> * representatives of local and regional public social and cultural institutions<br /> * local and regional private companies<br /> * local and regional NGOs<br /> * local and regional professionals and researchers<br /> <br><br /> <br /> This involvement is to ensure both a proper knowledge of the study area issues and development aims, and their ongoing participation and feedback for defining and outlining the projects and development proposals of the students. Each partner is responsible for informing the relevant national stakeholders about the project activities via its distribution channels and for calling them to direct meetings (including mutual presentations and debates) with the students and teachers attending the ISP. This also includes informing the local and regional authorities. The ISP activities start with detailed presentations of the local and regional public and private representatives, including<br /> authorities, institutions, professionals, researchers and companies, on the national coastal area and the specific study area while further meetings and debates take place with the local community and other stakeholders. Also, especially during the ISPs, the project has the chance to develop a wide communication campaign, through newspapers, local mass media, seminars and meetings about the activities carried on both in the workshop and the programme as a whole. The project partners hosting the ISP ought to prepare a written manual describing the aims, contents, schedule, activities, academic participants (students and teachers) and local stakeholders.<br><br /> <br /> At the end of the ISP, the hosting partner provides a booklet documenting the activities and their impacts on the local community. The format of the booklet is composed by the partners, along with coordination of its dissemination.</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=External_dissemination&diff=12293 External dissemination 2021-01-05T15:27:56Z

<p>Olaf.schroth: Created page with "Actions 3-4 == ACTION no.3: Course participant network == It is of primary importance to develop a network of course participants, to sus..."</p> <hr /> <div>[[File:Actions 3-4.PNG|thumb|right|Actions 3-4]]<br /> <br /> == ACTION no.3: Course participant network ==<br /> It is of primary importance to develop a network of course participants, to sustain and disseminate the community experience gained during the blended learning activities. This community can be organised via social networks, i.e., Facebook. This activity contributes to the postfunding continuity of the course as well. Erasmus+ has an open access requirement for all materials developed by the projects it funds. Open educational platforms are an effective means to ensure free public access to intellectual outputs, tangible deliverables, scientific results and didactic methodologies. This Wiki is an example of a collaborative web-based platform to build shared knowledge and to highlight the outcomes of Erasmus+ projects. The programme participants can easily upload their materials on the Wiki and the contents can be updated at any time. Such a platform, however, requires a full respect of copyright and websharing laws. The learning materials produced for each module will be made available under the Creative Commons (CC) license (Attribution-Noncommercial-Share Alike). In addition to their further development, other educators will be able to reuse the materials and adapt them to their specific contexts. Experience plays a big role in developing the best strategies. Learning from personal and other’s experiences supports the achievements of better results.<br /> Reports, drawings, images and videos from international learning activities will be available for download from the project website and they will also be found via social media. <br /> <br /> == ACTION no.4: Enrolment of the local community and stakeholders both in the online course and the ISP (Intensive Study Programme) on site ==<br /> At a later stage of the project, dissemination must overcome the limits of teachers and learners and it should be oriented towards tailored stakeholders, calling for interaction and cooperation between the research institutions and ther institutions such as the mass media, schools, art institutions, communities with various beliefs and volunteer associations. The ISP learning and research activities include the active involvement of a large range of local and regional stakeholders:<br><br /> community members– local population, entrepreneurs, local and regional authorities, representatives of local and regional public social and cultural institutions, local and regional private companies, local and regional NGOs, local and regional professionals and researchers.<br><br /> <br /> This involvement is to ensure both a proper knowledge of the study area issues and development aims, and their ongoing participation and feedback for defining and outlining the projects and development proposals of the students. Each partner is responsible for informing the relevant national stakeholders about the project activities via its distribution channels and for calling them to direct meetings (including mutual presentations and debates) with the students and teachers attending the ISP. This also includes informing the local and regional authorities. The ISP activities start with detailed presentations of the local and regional public and private representatives, including<br /> authorities, institutions, professionals, researchers and companies, on the national coastal area and the specific study area while further meetings and debates take place with the local community and other stakeholders. Also, especially during the ISPs, the project has the chance to develop a wide communication campaign, through newspapers, local mass media, seminars and meetings about the activities carried on both in the workshop and the programme as a whole. The project partners hosting the ISP ought to prepare a written manual describing the aims, contents, schedule, activities, academic participants (students and teachers) and local stakeholders.<br><br /> <br /> At the end of the ISP, the hosting partner provides a booklet documenting the activities and their impacts on the local community. The format of the booklet is composed by the partners, along with coordination of its dissemination.</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Internal_dissemination&diff=12292 Internal dissemination 2021-01-05T15:27:13Z

<p>Olaf.schroth: </p> <hr /> <div>[[File:Actions 1-2.PNG|thumb|right|Actions 1-2]]<br /> == ACTION no.1: Staff meetings Referring to the internal target audience == <br /> Teaching staff of all faculties to be actively involved in the teaching activities, the planned actions are:<br><br /> * Staff meetings regarding the study areas of the Intensive workshops (ISPs), to raise awareness for the theme, coordinate didactic activities, the contents of the lessons, the topics of the workshops and the expected results. Such coordination is necessary to the students. Also, it is expected to collect reflections, best practices and other materials for the online course.<br /> * Online staff meetings to coordinate the Erasmus+ planned activities, to monitor their development and to evaluate their advances. These meetings are arranged periodically to provide frequent exchange of information and ideas among the staff. <br /> * Exchange of information and documents on a dedicated web platform, to create a common virtual dwelling space despite the physical distance between the various academic venues.<br /> <br /> == ACTION no.2: Selection of the course participants Referring to the external audience == <br /> National/international learners from various domains, the relevant tools of the innovative didactic methods are: virtual classrooms, wikis, and the learning management system. The dissemination should encourage their participation in the online course to enhance the development of knowledge and skills. The top priority is disseminating the online part of the module. It is not an open online course for an indefinite number of participants (i.e. 200+ active participants), because the size of the learning groups must be limited according to the characteristics of this learning process, which are: interaction, feedback and peer reviews. However, the online course is also available to the external audience OUT6 – National and international professionals can attend the lessons as auditors to learn a design methodology and improve their professional skills. For instance, professional bodies and associations can encourage the participation of their members in the online course in several ways, i.e. direct notices, website advertisements, grants for training credits to professionals who fulfil the planned activities (continuing professional development plans). The availability of the course will be communicated through various channels such as: project newsletter, press releases in multiple languages sent through the institutions’ distribution lists and the strategic use of social media addressing the related interest groups.<br><br /> <br /> Each academic partner should announce the call for participation to the didactic module directly to its students, also informing the landscape schools regarding the content of the project, in order to widen the internal participation in the online activities. In fact, the curricular integration aspect is a key factor to enhance the overall programme. This can be implemented with the international mobility part of the blended learning activities (ISPs). Due to the budget, the participation in international mobility should be competitive, by opting for a selection process with specific criteria, to be clearly communicated to the interested subjects during their initial<br /> online course registration. Another advantage of introducing an online course within the academic curricula lies in its flexibility. The learning activities can either be embedded in a blended learning activity or they can be done completely online. Finally, as to be ready for further use, the constant updating of the online contents guarantee a stable basis for continuing the activities beyond the project’s timeframe. <br></div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=File:Actions_5-6.PNG&diff=12291 File:Actions 5-6.PNG 2021-01-05T15:26:33Z

<p>Olaf.schroth: Actions 5-6</p> <hr /> <div>== Summary ==<br /> Actions 5-6<br /> == Licensing ==<br /> {{CC-by-sa-2.5}}</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=File:Actions_3-4.PNG&diff=12290 File:Actions 3-4.PNG 2021-01-05T15:26:18Z

<p>Olaf.schroth: Actions 3-4</p> <hr /> <div>== Summary ==<br /> Actions 3-4<br /> == Licensing ==<br /> {{CC-by-sa-2.5}}</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=File:Actions_1-2.PNG&diff=12289 File:Actions 1-2.PNG 2021-01-05T15:26:00Z

<p>Olaf.schroth: Actions 1-2</p> <hr /> <div>== Summary ==<br /> Actions 1-2<br /> == Licensing ==<br /> {{CC-by-sa-2.5}}</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Internal_dissemination&diff=12288 Internal dissemination 2021-01-05T15:23:42Z

<p>Olaf.schroth: /* ACTION no.1: Staff meetings Referring to the internal target audience IN1 */</p> <hr /> <div>== ACTION no.1: Staff meetings Referring to the internal target audience == <br /> Teaching staff of all faculties to be actively involved in the teaching activities, the planned actions are:<br><br /> * Staff meetings regarding the study areas of the Intensive workshops (ISPs), to raise awareness for the theme, coordinate didactic activities, the contents of the lessons, the topics of the workshops and the expected results. Such coordination is necessary to the students. Also, it is expected to collect reflections, best practices and other materials for the online course.<br /> * Online staff meetings to coordinate the Erasmus+ planned activities, to monitor their development and to evaluate their advances. These meetings are arranged periodically to provide frequent exchange of information and ideas among the staff. <br /> * Exchange of information and documents on a dedicated web platform, to create a common virtual dwelling space despite the physical distance between the various academic venues.<br /> <br /> == ACTION no.2: Selection of the course participants Referring to the external audience == <br /> National/international learners from various domains, the relevant tools of the innovative didactic methods are: virtual classrooms, wikis, and the learning management system. The dissemination should encourage their participation in the online course to enhance the development of knowledge and skills. The top priority is disseminating the online part of the module. It is not an open online course for an indefinite number of participants (i.e. 200+ active participants), because the size of the learning groups must be limited according to the characteristics of this learning process, which are: interaction, feedback and peer reviews. However, the online course is also available to the external audience OUT6 – National and international professionals can attend the lessons as auditors to learn a design methodology and improve their professional skills. For instance, professional bodies and associations can encourage the participation of their members in the online course in several ways, i.e. direct notices, website advertisements, grants for training credits to professionals who fulfil the planned activities (continuing professional development plans). The availability of the course will be communicated through various channels such as: project newsletter, press releases in multiple languages sent through the institutions’ distribution lists and the strategic use of social media addressing the related interest groups.<br><br /> <br /> Each academic partner should announce the call for participation to the didactic module directly to its students, also informing the landscape schools regarding the content of the project, in order to widen the internal participation in the online activities. In fact, the curricular integration aspect is a key factor to enhance the overall programme. This can be implemented with the international mobility part of the blended learning activities (ISPs). Due to the budget, the participation in international mobility should be competitive, by opting for a selection process with specific criteria, to be clearly communicated to the interested subjects during their initial<br /> online course registration. Another advantage of introducing an online course within the academic curricula lies in its flexibility. The learning activities can either be embedded in a blended learning activity or they can be done completely online. Finally, as to be ready for further use, the constant updating of the online contents guarantee a stable basis for continuing the activities beyond the project’s timeframe. <br><br /> <br /> == ACTION no.3: Course participant network ==<br /> It is of primary importance to develop a network of course participants, to sustain and disseminate the community experience gained during the blended learning activities. This community can be organised via social networks, i.e., Facebook. This activity contributes to the postfunding continuity of the course as well. Erasmus+ has an open access requirement for all materials developed by the projects it funds. Open educational platforms are an effective means to ensure free public access to intellectual outputs, tangible deliverables, scientific results and didactic methodologies. This Wiki is an example of a collaborative web-based platform to build shared knowledge and to highlight the outcomes of Erasmus+ projects. The programme participants can easily upload their materials on the Wiki and the contents can be updated at any time. Such a platform, however, requires a full respect of copyright and websharing laws. The learning materials produced for each module will be made available under the Creative Commons (CC) license (Attribution-Noncommercial-Share Alike). In addition to their further development, other educators will be able to reuse the materials and adapt them to their specific contexts. Experience plays a big role in developing the best strategies. Learning from personal and other’s experiences supports the achievements of better results.<br /> Reports, drawings, images and videos from international learning activities will be available for download from the project website and they will also be found via social media. <br /> <br /> == ACTION no.4: Enrolment of the local community and stakeholders both in the online course and the ISP (Intensive Study Programme) on site ==<br /> At a later stage of the project, dissemination must overcome the limits of teachers and learners and it should be oriented towards tailored stakeholders, calling for interaction and cooperation between the research institutions and ther institutions such as the mass media, schools, art institutions, communities with various beliefs and volunteer associations. The ISP learning and research activities include the active involvement of a large range of local and regional stakeholders:<br><br /> community members– local population, entrepreneurs, local and regional authorities, representatives of local and regional public social and cultural institutions, local and regional private companies, local and regional NGOs, local and regional professionals and researchers.<br><br /> <br /> This involvement is to ensure both a proper knowledge of the study area issues and development aims, and their ongoing participation and feedback for defining and outlining the projects and development proposals of the students. Each partner is responsible for informing the relevant national stakeholders about the project activities via its distribution channels and for calling them to direct meetings (including mutual presentations and debates) with the students and teachers attending the ISP. This also includes informing the local and regional authorities. The ISP activities start with detailed presentations of the local and regional public and private representatives, including<br /> authorities, institutions, professionals, researchers and companies, on the national coastal area and the specific study area while further meetings and debates take place with the local community and other stakeholders. Also, especially during the ISPs, the project has the chance to develop a wide communication campaign, through newspapers, local mass media, seminars and meetings about the activities carried on both in the workshop and the programme as a whole. The project partners hosting the ISP ought to prepare a written manual describing the aims, contents, schedule, activities, academic participants (students and teachers) and local stakeholders.<br><br /> <br /> At the end of the ISP, the hosting partner provides a booklet documenting the activities and their impacts on the local community. The format of the booklet is composed by the partners, along with coordination of its dissemination.</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Internal_dissemination&diff=12287 Internal dissemination 2021-01-05T15:23:20Z

<p>Olaf.schroth: Created page with "== ACTION no.1: Staff meetings Referring to the internal target audience IN1 == Teaching staff of all faculties to be actively involved in the teaching activities, the planne..."</p> <hr /> <div>== ACTION no.1: Staff meetings Referring to the internal target audience IN1 == <br /> Teaching staff of all faculties to be actively involved in the teaching activities, the planned actions are:<br><br /> * Staff meetings regarding the study areas of the Intensive workshops (ISPs), to raise awareness for the theme, coordinate didactic activities, the contents of the lessons, the topics of the workshops and the expected results. Such coordination is necessary to the students. Also, it is expected to collect reflections, best practices and other materials for the online course.<br /> * Online staff meetings to coordinate the Erasmus+ planned activities, to monitor their development and to evaluate their advances. These meetings are arranged periodically to provide frequent exchange of information and ideas among the staff. <br /> * Exchange of information and documents on a dedicated web platform, to create a common virtual dwelling space despite the physical distance between the various academic venues.<br /> <br /> == ACTION no.2: Selection of the course participants Referring to the external audience == <br><br /> National/international learners from various domains, the relevant tools of the innovative didactic methods are: virtual classrooms, wikis, and the learning management system. The dissemination should encourage their participation in the online course to enhance the development of knowledge and skills. The top priority is disseminating the online part of the module. It is not an open online course for an indefinite number of participants (i.e. 200+ active participants), because the size of the learning groups must be limited according to the characteristics of this learning process, which are: interaction, feedback and peer reviews. However, the online course is also available to the external audience OUT6 – National and international professionals can attend the lessons as auditors to learn a design methodology and improve their professional skills. For instance, professional bodies and associations can encourage the participation of their members in the online course in several ways, i.e. direct notices, website advertisements, grants for training credits to professionals who fulfil the planned activities (continuing professional development plans). The availability of the course will be communicated through various channels such as: project newsletter, press releases in multiple languages sent through the institutions’ distribution lists and the strategic use of social media addressing the related interest groups.<br><br /> <br /> Each academic partner should announce the call for participation to the didactic module directly to its students, also informing the landscape schools regarding the content of the project, in order to widen the internal participation in the online activities. In fact, the curricular integration aspect is a key factor to enhance the overall programme. This can be implemented with the international mobility part of the blended learning activities (ISPs). Due to the budget, the participation in international mobility should be competitive, by opting for a selection process with specific criteria, to be clearly communicated to the interested subjects during their initial<br /> online course registration. Another advantage of introducing an online course within the academic curricula lies in its flexibility. The learning activities can either be embedded in a blended learning activity or they can be done completely online. Finally, as to be ready for further use, the constant updating of the online contents guarantee a stable basis for continuing the activities beyond the project’s timeframe. <br><br /> <br /> == ACTION no.3: Course participant network ==<br /> It is of primary importance to develop a network of course participants, to sustain and disseminate the community experience gained during the blended learning activities. This community can be organised via social networks, i.e., Facebook. This activity contributes to the postfunding continuity of the course as well. Erasmus+ has an open access requirement for all materials developed by the projects it funds. Open educational platforms are an effective means to ensure free public access to intellectual outputs, tangible deliverables, scientific results and didactic methodologies. This Wiki is an example of a collaborative web-based platform to build shared knowledge and to highlight the outcomes of Erasmus+ projects. The programme participants can easily upload their materials on the Wiki and the contents can be updated at any time. Such a platform, however, requires a full respect of copyright and websharing laws. The learning materials produced for each module will be made available under the Creative Commons (CC) license (Attribution-Noncommercial-Share Alike). In addition to their further development, other educators will be able to reuse the materials and adapt them to their specific contexts. Experience plays a big role in developing the best strategies. Learning from personal and other’s experiences supports the achievements of better results.<br /> Reports, drawings, images and videos from international learning activities will be available for download from the project website and they will also be found via social media. <br /> <br /> == ACTION no.4: Enrolment of the local community and stakeholders both in the online course and the ISP (Intensive Study Programme) on site ==<br /> At a later stage of the project, dissemination must overcome the limits of teachers and learners and it should be oriented towards tailored stakeholders, calling for interaction and cooperation between the research institutions and ther institutions such as the mass media, schools, art institutions, communities with various beliefs and volunteer associations. The ISP learning and research activities include the active involvement of a large range of local and regional stakeholders:<br><br /> community members– local population, entrepreneurs, local and regional authorities, representatives of local and regional public social and cultural institutions, local and regional private companies, local and regional NGOs, local and regional professionals and researchers.<br><br /> <br /> This involvement is to ensure both a proper knowledge of the study area issues and development aims, and their ongoing participation and feedback for defining and outlining the projects and development proposals of the students. Each partner is responsible for informing the relevant national stakeholders about the project activities via its distribution channels and for calling them to direct meetings (including mutual presentations and debates) with the students and teachers attending the ISP. This also includes informing the local and regional authorities. The ISP activities start with detailed presentations of the local and regional public and private representatives, including<br /> authorities, institutions, professionals, researchers and companies, on the national coastal area and the specific study area while further meetings and debates take place with the local community and other stakeholders. Also, especially during the ISPs, the project has the chance to develop a wide communication campaign, through newspapers, local mass media, seminars and meetings about the activities carried on both in the workshop and the programme as a whole. The project partners hosting the ISP ought to prepare a written manual describing the aims, contents, schedule, activities, academic participants (students and teachers) and local stakeholders.<br><br /> <br /> At the end of the ISP, the hosting partner provides a booklet documenting the activities and their impacts on the local community. The format of the booklet is composed by the partners, along with coordination of its dissemination.</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Dissemination&diff=12286 Dissemination 2021-01-05T15:13:20Z

<p>Olaf.schroth: </p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> <br /> {| class="wikitable"<br /> |-<br /> | Dissemination and exploitation of results are integral parts of the Erasmus+ project. Making others aware of it contributes to raising the profile of the organisations involved in Erasmus+ Programmes, and it enables the wider community to benefit from the EU funded project outputs in terms of implementing education and training. Being dissemination activities of various types and topics, it is important to consider which kind of dissemination activities are fitted to the main goal of the present educational programme.<br /> |}<br /> <br /> * '''Dissemination''' is an innovative concept beyond the well-established reporting of academic results, traditionally book publications, academic journals and meetings (conferences and workshops). Research dissemination is a planned process of communication and interaction that involves several target audiences. A target audience is a group of people, to whom the messages, results, strategies and methodologies are addressed. Each audience is labelled with specific attributes. Activities and messages must be tailored to the audience features. A dissemination plan provides information on the results, programmes and initiatives to the key actors who, as part of the target audience, have the political responsibility, the financial resources, the authority or the skills and expertise to actively influence <br /> local processes of social, urban and landscape transformation.<br /> * '''Exploitation''' is the use of the project results for commercial purposes or in public policymaking. Its main aim is to convince individual end-users to adopt and apply the results of the project and its initiatives, so that the outcomes are used beyond the lifetime of the project.<br /> <br /> * [[Objectives: preliminary actions and dissemination plan]]<br> The project needs to define which partner is responsible for the dissemination activity, with the task of designing the plan and reports at different stages.<br /> <br /> * [[Key actors]]<br> Various local, regional and international stakeholders may be contacted to participate in your coastal landscape planning course.<br /> <br /> * [[Internal dissemination]]<br> Given the presence of so many partners and students of different cultures, the first phase is the so-called “internal-dissemination” phase to let the partners develop a common understanding about the project and to agree on the main strategic activities. <br /> <br /> * [[External dissemination]]<br> Local communities as well as professional and scientific communities may also be very interested in the course outcomes. These are targeted through the external dissemination plan. <br /> <br /> <br /> '''Documentation:''' Download [https://ilias.hfwu.de/goto.php?target=file_31296_download&client_id=hfwu workshop documentation]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Dissemination&diff=12285 Dissemination 2021-01-05T15:12:46Z

<p>Olaf.schroth: </p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> <br /> {| class="wikitable"<br /> |-<br /> | Dissemination and exploitation of results are integral parts of the Erasmus+ project. Making others aware of it contributes to raising the profile of the organisations involved in Erasmus+ Programmes, and it enables the wider community to benefit from the EU funded project outputs in terms of implementing education and training. Being dissemination activities of various types and topics, it is important to consider which kind of dissemination activities are fitted to the main goal of the present educational programme.<br /> |}<br /> <br /> * '''Dissemination''' is an innovative concept beyond the well-established reporting of academic results, traditionally book publications, academic journals and meetings (conferences and workshops). Research dissemination is a planned process of communication and interaction that involves several target audiences. A target audience is a group of people, to whom the messages, results, strategies and methodologies are addressed. Each audience is labelled with specific attributes. Activities and messages must be tailored to the audience features. A dissemination plan provides information on the results, programmes and initiatives to the key actors who, as part of the target audience, have the political responsibility, the financial resources, the authority or the skills and expertise to actively influence <br /> local processes of social, urban and landscape transformation.<br /> * '''Exploitation''' is the use of the project results for commercial purposes or in public policymaking. Its main aim is to convince individual end-users to adopt and apply the results of the project and its initiatives, so that the outcomes are used beyond the lifetime of the project.<br /> <br /> * [[Objectives: preliminary actions and dissemination plan]]<br> The project needs to define which partner is responsible for the dissemination activity, with the task of designing the plan and reports at different stages.<br /> <br /> * [[Key stakeholders]]<br> Various local, regional and international stakeholders may be contacted to participate in your coastal landscape planning course.<br /> <br /> * [[Internal dissemination]]<br> Given the presence of so many partners and students of different cultures, the first phase is the so-called “internal-dissemination” phase to let the partners develop a common understanding about the project and to agree on the main strategic activities. <br /> <br /> * [[External dissemination]]<br> Local communities as well as professional and scientific communities may also be very interested in the course outcomes. These are targeted through the external dissemination plan. <br /> <br /> <br /> '''Documentation:''' Download [https://ilias.hfwu.de/goto.php?target=file_31296_download&client_id=hfwu workshop documentation]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Dissemination&diff=12284 Dissemination 2021-01-05T15:12:11Z

<p>Olaf.schroth: </p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> <br /> {| class="wikitable"<br /> |-<br /> | Dissemination and exploitation of results are integral parts of the Erasmus+ project. Making others aware of it contributes to raising the profile of the organisations involved in Erasmus+ Programmes, and it enables the wider community to benefit from the EU funded project outputs in terms of implementing education and training. Being dissemination activities of various types and topics, it is important to consider which kind of dissemination activities are fitted to the main goal of the present educational programme.<br /> |}<br /> <br /> * '''Dissemination''' is an innovative concept beyond the well-established reporting of academic results, traditionally book publications, academic journals and meetings (conferences and workshops). Research dissemination is a planned process of communication and interaction that involves several target audiences. A target audience is a group of people, to whom the messages, results, strategies and methodologies are addressed. Each audience is labelled with specific attributes. Activities and messages must be tailored to the audience features. A dissemination plan provides information on the results, programmes and initiatives to the key actors who, as part of the target audience, have the political responsibility, the financial resources, the authority or the skills and expertise to actively influence <br /> local processes of social, urban and landscape transformation.<br /> * '''Exploitation''' is the use of the project results for commercial purposes or in public policymaking. Its main aim is to convince individual end-users to adopt and apply the results of the project and its initiatives, so that the outcomes are used beyond the lifetime of the project.<br /> <br /> * [[Objectives: preliminary actions and dissemination plan]]<br> The project needs to define which partner is responsible for the dissemination activity, with the task of designing the plan and reports at different stages.<br /> <br /> * [[Key stakeholders]]<br> Various local, regional and international stakeholders may be contacted to participate in your coastal landscape planning course.<br /> <br /> [[Internal dissemination]]<br> Given the presence of so many partners and students of different cultures, the first phase is the so-called “internal-dissemination” phase to let the partners develop a common understanding about the project and to agree on the main strategic activities.<br /> <br /> [[External dissemination]]<br> Local communities as well as professional and scientific communities may also be very interested in the course outcomes. These are targeted through the external dissemination plan. <br /> <br /> <br /> '''Documentation:''' Download [https://ilias.hfwu.de/goto.php?target=file_31296_download&client_id=hfwu workshop documentation]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Key_actors&diff=12283 Key actors 2021-01-05T15:06:15Z

<p>Olaf.schroth: </p> <hr /> <div>In terms of the present Erasmus+ Programme, the target audience groups are both internal and external. Internal target audiences are:<br><br /> <br /> # IN1 - Teaching staff of all faculties to be actively involved in the teaching activities, in consideration of integrated planning and design methods in their teaching <br /> # IN2 – Registered students who actively join the activities. Their feedback will be useful for improving the didactic methodology<br /> # IN3 – University principals, deans/international coordinators/eteaching staff/centres for academic instruction – to be informed about the developments at all stages of the project, about the module’s methods and structure in order to enhance transfer of good-practise within the institution.<br><br /> <br><br /> External target audiences (outside the organisations) are:<br /> # OUT1 – National/international teachers from various domains. Motive: raise awareness for the theme, enhance curricular development, support continuing education in the field of ICT-based instruction/learning<br /> # OUT2 – National/international learners from various domains. Motive:encourage their participation in the online parts of the course in order to enhance the development of knowledge and skills<br /> # OUT3 – The wider general public. Motive: enhance public discourse on integrated planning and design for coastal landscapes and the urban-land interface, encourage participation in open access learning activities<br /> # OUT4 – Local and regional authorities: enhance public discourse on integrated planning and design for coastal landscapes and the urbanland interface as relevant driving force for environmental protection, social cohesion and sustainable growth<br /> # OUT5 – National/international professionals. Motive: updating knowledge, spreading and sharing ideas, and feedback regarding the intellectual outputs In both these activities, students and staff members are actively involved. Given the presence of so many partners and students of different cultures, the first phase is the socalled “internal dissemination” to let the partners have a common understanding about the project and to agree on the main strategic activities. The internal dissemination plan should be drafted foreseeing the expected project results, targeting the groups for dedicated activities and tasks, scheduling an efficient calendar, and sharing information about the available resources – both human and financial.<br /> # OUT6 – National/international networks as dissemination hubs such as thematic educational networks and European associations. Motive: raise awareness for project activities and its intellectual products. <br><br /> <br /> == European Landscape Network ==<br /> Various partners in the European Landscape Network contribute to the implementation of the European Landscape Convention and can be strategic partners for your coastal landscape planning course:<br><br /> * [https://civilscape.eu/ Civilscape] (network of NGOs)<br /> * [https://iflaeurope.eu/index.php/site/general/uniscape Uniscape] (network of universities)<br /> * [https://uia.org/ ENELC] (public and regional authorities)<br /> * [https://www.facebook.com/ECLASlandscapeportal/ ECLAS] (the European Council of Landscape Architecture Schools)<br /> * [http://www.aesop-planning.eu/ AESOP] (the Association of European Schools of Planning) <br /> * [https://iflaeurope.eu/ IFLA-Europe] (the European branch of the International Federation of Landscape Architects) <br /> * [https://isocarp.org/ ISOCARP] (the International Society of City and Regional Planners) <br></div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Key_actors&diff=12282 Key actors 2021-01-05T15:04:40Z

<p>Olaf.schroth: </p> <hr /> <div>In terms of the present Erasmus+ Programme, the target audience groups are both internal and external. Internal target audiences are:<br><br /> <br /> # IN1 - Teaching staff of all faculties to be actively involved in the teaching activities, in consideration of integrated planning and design methods in their teaching <br /> # IN2 – Registered students who actively join the activities. Their feedback will be useful for improving the didactic methodology<br /> # IN3 – University principals, deans/international coordinators/eteaching staff/centres for academic instruction – to be informed about the developments at all stages of the project, about the module’s methods and structure in order to enhance transfer of good-practise within the institution.<br><br /> <br><br /> External target audiences (outside the organisations) are:<br /> # OUT1 – National/international teachers from various domains. Motive: raise awareness for the theme, enhance curricular development, support continuing education in the field of ICT-based instruction/learning<br /> # OUT2 – National/international learners from various domains. Motive:encourage their participation in the online parts of the course in order to enhance the development of knowledge and skills<br /> # OUT3 – The wider general public. Motive: enhance public discourse on integrated planning and design for coastal landscapes and the urban-land interface, encourage participation in open access learning activities<br /> # OUT4 – Local and regional authorities: enhance public discourse on integrated planning and design for coastal landscapes and the urbanland interface as relevant driving force for environmental protection, social cohesion and sustainable growth<br /> # OUT5 – National/international professionals. Motive: updating knowledge, spreading and sharing ideas, and feedback regarding the intellectual outputs In both these activities, students and staff members are actively involved. Given the presence of so many partners and students of different cultures, the first phase is the socalled “internal dissemination” to let the partners have a common understanding about the project and to agree on the main strategic activities. The internal dissemination plan should be drafted foreseeing the expected project results, targeting the groups for dedicated activities and tasks, scheduling an efficient calendar, and sharing information about the available resources – both human and financial.<br /> # OUT6 – National/international networks as dissemination hubs such as thematic educational networks and European associations. Motive: raise awareness for project activities and its intellectual products. <br><br /> Amongst others, CO-LAND will cooperate closely with the European Landscape Network that brings together various actors for the implementation of the European Landscape Convention:<br><br /> * [https://civilscape.eu/ Civilscape] (network of NGOs)<br /> * [https://iflaeurope.eu/index.php/site/general/uniscape Uniscape] (network of universities)<br /> * [https://uia.org/ ENELC] (public and regional authorities).<br><br /> Other important target networks are: <br /> * [https://www.facebook.com/ECLASlandscapeportal/ ECLAS] (the European Council of Landscape Architecture Schools)<br /> * [http://www.aesop-planning.eu/ AESOP] (the Association of European Schools of Planning) <br /> * [https://iflaeurope.eu/ IFLA-Europe] (the European branch of the International Federation of Landscape Architects) <br /> * [https://isocarp.org/ ISOCARP] (the International Society of City and Regional Planners) <br></div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Key_actors&diff=12281 Key actors 2021-01-05T15:00:40Z

<p>Olaf.schroth: </p> <hr /> <div>In terms of the present Erasmus+ Programme, the target audience groups are both internal and external. Internal target audiences are:<br><br /> <br /> # IN1 - Teaching staff of all faculties to be actively involved in the teaching activities, in consideration of integrated planning and design methods in their teaching <br /> # IN2 – Registered students who actively join the activities. Their feedback will be useful for improving the didactic methodology<br /> # IN3 – University principals, deans/international coordinators/eteaching staff/centres for academic instruction – to be informed about the developments at all stages of the project, about the module’s methods and structure in order to enhance transfer of good-practise within the institution.<br><br /> <br><br /> External target audiences (outside the organisations) are:<br /> # OUT1 – National/international teachers from various domains. Motive: raise awareness for the theme, enhance curricular development, support continuing education in the field of ICT-based instruction/learning<br /> # OUT2 – National/international learners from various domains. Motive:encourage their participation in the online parts of the course in order to enhance the development of knowledge and skills<br /> # OUT3 – The wider general public. Motive: enhance public discourse on integrated planning and design for coastal landscapes and the urban-land interface, encourage participation in open access learning activities<br /> # OUT4 – Local and regional authorities: enhance public discourse on integrated planning and design for coastal landscapes and the urbanland interface as relevant driving force for environmental protection, social cohesion and sustainable growth<br /> # OUT5 – National/international networks as dissemination hubs such as thematic educational networks and European associations. Motive: raise awareness for project activities and its intellectual products. <br><br /> Amongst others, CO-LAND will cooperate closely with the European Landscape Network that brings together various actors for the implementation of the European Landscape Convention:<br><br /> * Civilscape (network of NGOs)<br /> * Uniscape (network of universities)<br /> * ENELC (public and regional authorities). Other important target networks are: <br /> * ECLAS (the European Council of Landscape Architecture Schools)<br /> * AESOP (the Association of European Schools of Planning) <br /> * IFLA-Europe (the European branch of the International Federation of Landscape Architects) <br /> * ISOCARP (the International Society of City and Regional Planners) <br><br /> # OUT6 – National/international professionals. Motive: updating knowledge, spreading and sharing ideas, and feedback regarding the intellectual outputs In both these activities, students and staff members are actively involved. Given the presence of so many partners and students of different cultures, the first phase is the socalled “internal dissemination” to let the partners have a common understanding about the project and to agree on the main strategic activities. The internal dissemination plan should be drafted foreseeing the expected project results, targeting the groups for dedicated activities and tasks, scheduling an efficient calendar, and sharing information about the available resources – both human and financial.</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Key_actors&diff=12280 Key actors 2021-01-05T14:59:38Z

<p>Olaf.schroth: </p> <hr /> <div>In terms of the present Erasmus+ Programme, the target audience groups are both internal and external. Internal target audiences are:<br><br /> <br /> # IN1 - Teaching staff of all faculties to be actively involved in the teaching activities, in consideration of integrated planning and design methods in their teaching <br /> # IN2 – Registered students who actively join the activities. Their feedback will be useful for improving the didactic methodology<br /> # IN3 – University principals, deans/international coordinators/eteaching staff/centres for academic instruction – to be informed about the developments at all stages of the project, about the module’s methods and structure in order to enhance transfer of good-practise within the institution.<br><br /> <br><br /> External target audiences (outside the organisations) are:<br /> # OUT1 – National/international teachers from various domains. Motive: raise awareness for the theme, enhance curricular development, support continuing education in the field of ICT-based instruction/learning<br /> # OUT2 – National/international learners from various domains. Motive:encourage their participation in the online parts of the course in order to enhance the development of knowledge and skills<br /> # OUT3 – The wider general public. Motive: enhance public discourse on integrated planning and design for coastal landscapes and the urban-land interface, encourage participation in open access learning activities<br /> # OUT4 – Local and regional authorities: enhance public discourse on integrated planning and design for coastal landscapes and the urbanland interface as relevant driving force for environmental protection, social cohesion and sustainable growth<br /> # OUT5 – National/international networks as dissemination hubs such as thematic educational networks and European associations. Motive: raise awareness for project activities and its intellectual products. <br><br /> Amongst others, CO-LAND will cooperate closely with the European Landscape Network that brings together various actors for the implementation of the European Landscape Convention: Civilscape (network of NGOs), Uniscape (network of universities), ENELC (public and regional authorities). Other important target networks are: ECLAS (the European Council of Landscape Architecture Schools), AESOP (the Association of European Schools of Planning), IFLA-Europe (the European branch of the International Federation of Landscape Architects) and, of course, the project partner ISOCARP (the International Society of City and<br /> Regional Planners), which has a wide outreach <br><br /> # OUT6 – National/international professionals. Motive: updating knowledge, spreading and sharing ideas, and feedback regarding the intellectual outputs In both these activities, students and staff members are actively involved. Given the presence of so many partners and students of different cultures, the first phase is the socalled “internal dissemination” to let the partners have a common understanding about the project and to agree on the main strategic activities. The internal dissemination plan should be drafted foreseeing the expected project results, targeting the groups for dedicated activities and tasks, scheduling an efficient calendar, and sharing information about the available resources – both human and financial.</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Key_actors&diff=12279 Key actors 2021-01-05T14:58:57Z

<p>Olaf.schroth: </p> <hr /> <div>In terms of the present Erasmus+ Programme, the target audience groups are both internal and external. Internal target audiences are:<br><br /> <br /> # IN1 - Teaching staff of all faculties to be actively involved in the teaching activities, in consideration of integrated planning and design methods in their teaching <br /> # IN2 – Registered students who actively join the activities. Their feedback will be useful for improving the didactic methodology<br /> # IN3 – University principals, deans/international coordinators/eteaching staff/centres for academic instruction – to be informed about the developments at all stages of the project, about the module’s methods and structure in order to enhance transfer of good-practise within the institution.<br><br /> <br><br /> External target audiences (outside the organisations) are:<br /> # OUT1 – National/international teachers from various domains. Motive: raise awareness for the theme, enhance curricular development, support continuing education in the field of ICT-based instruction/learning<br /> # OUT2 – National/international learners from various domains. Motive:encourage their participation in the online parts of the course in order to enhance the development of knowledge and skills<br /> # OUT3 – The wider general public. Motive: enhance public discourse on integrated planning and design for coastal landscapes and the urban-land interface, encourage participation in open access learning activities<br /> # OUT4 – Local and regional authorities: enhance public discourse on integrated planning and design for coastal landscapes and the urbanland interface as relevant driving force for environmental protection, social cohesion and sustainable growth<br /> # OUT5 – National/international networks as dissemination hubs such as thematic educational networks and<br /> European associations. Motive: raise awareness for project activities and its intellectual products. <br><br /> Amongst others, CO-LAND will cooperate closely with the European Landscape Network that brings together various actors for the implementation of the European Landscape Convention: Civilscape (network of NGOs), Uniscape (network of universities), ENELC (public and regional authorities). Other important target networks are: ECLAS (the European Council of Landscape Architecture Schools), AESOP (the Association of European Schools of Planning), IFLA-Europe (the European branch of the International Federation of Landscape Architects) and, of course, the project partner ISOCARP (the International Society of City and<br /> Regional Planners), which has a wide outreach <br><br /> # OUT6 – National/international professionals. Motive: updating knowledge, spreading and sharing<br /> ideas, and feedback regarding the intellectual outputs In both these activities, students and staff members are actively involved. Given the presence of so many partners and students of different<br /> cultures, the first phase is the socalled “internal dissemination” to let the partners have a common<br /> understanding about the project and to agree on the main strategic activities. The internal dissemination<br /> plan should be drafted foreseeing the expected project results, targeting the groups for dedicated <br /> activities and tasks, scheduling an efficient calendar, and sharing information about the available resources – both human and financial.</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Key_actors&diff=12278 Key actors 2021-01-05T14:58:41Z

<p>Olaf.schroth: </p> <hr /> <div>In terms of the present Erasmus+ Programme, the target audience groups are both internal and external. Internal target audiences are:<br><br /> <br /> # IN1 - Teaching staff of all faculties to be actively involved in the teaching activities, in consideration of integrated planning and design methods in their teaching <br /> # IN2 – Registered students who actively join the activities. Their feedback will be useful for improving the didactic methodology<br /> # IN3 – University principals, deans/international coordinators/eteaching staff/centres for academic instruction – to be informed about the developments at all stages of the project, about the module’s methods and structure in order to enhance transfer of good-practise within the institution.<br><br /> <br><br /> External target audiences (outside the organisations) are:<br /> # OUT1 – National/international teachers from various domains. Motive: raise awareness for the theme, enhance curricular development, support continuing education in the field of ICT-based instruction/learning<br /> # OUT2 – National/international learners from various domains. Motive:encourage their participation in the online parts of the course in order to enhance the development of knowledge and skills<br /> # OUT3 – The wider general public. Motive: enhance public discourse on integrated planning and design for coastal landscapes and the urban-land interface, encourage participation in open access learning activities<br /> # OUT4 – Local and regional authorities: enhance public discourse on integrated planning and design for<br /> coastal landscapes and the urbanland interface as relevant driving force for environmental protection, social cohesion and sustainable growth<br /> # OUT5 – National/international networks as dissemination hubs such as thematic educational networks and<br /> European associations. Motive: raise awareness for project activities and its intellectual products. <br><br /> Amongst others, CO-LAND will cooperate closely with the European Landscape Network that brings together various actors for the implementation of the European Landscape Convention: Civilscape (network of NGOs), Uniscape (network of universities), ENELC (public and regional authorities). Other important target networks are: ECLAS (the European Council of Landscape Architecture Schools), AESOP (the Association of European Schools of Planning), IFLA-Europe (the European branch of the International Federation of Landscape Architects) and, of course, the project partner ISOCARP (the International Society of City and<br /> Regional Planners), which has a wide outreach <br><br /> # OUT6 – National/international professionals. Motive: updating knowledge, spreading and sharing<br /> ideas, and feedback regarding the intellectual outputs In both these activities, students and staff members are actively involved. Given the presence of so many partners and students of different<br /> cultures, the first phase is the socalled “internal dissemination” to let the partners have a common<br /> understanding about the project and to agree on the main strategic activities. The internal dissemination<br /> plan should be drafted foreseeing the expected project results, targeting the groups for dedicated <br /> activities and tasks, scheduling an efficient calendar, and sharing information about the available resources – both human and financial.</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Key_actors&diff=12277 Key actors 2021-01-05T14:58:23Z

<p>Olaf.schroth: Created page with "In terms of the present Erasmus+ Programme, the target audience groups are both internal and external. Internal target audiences are:<br> # IN1 - Teaching staff of all facult..."</p> <hr /> <div>In terms of the present Erasmus+ Programme, the target audience groups are both internal and external. Internal target audiences are:<br><br /> <br /> # IN1 - Teaching staff of all faculties to be actively involved in the teaching activities, in <br /> consideration of integrated planning and design methods in their teaching <br /> # IN2 – Registered students who actively join the activities. Their feedback will be useful for improving the didactic methodology<br /> # IN3 – University principals, deans/international coordinators/eteaching staff/centres for academic instruction – to be informed about the developments at all stages of the project, about the module’s methods and structure in order to enhance transfer of good-practise within the institution.<br><br /> <br><br /> External target audiences (outside the organisations) are:<br /> # OUT1 – National/international teachers from various domains. Motive: raise awareness for the theme, enhance curricular development, support continuing education in the field of ICT-based instruction/learning<br /> # OUT2 – National/international learners from various domains. Motive:encourage their participation in the online parts of the course in order to enhance the development of knowledge and skills<br /> # OUT3 – The wider general public. Motive: enhance public discourse on integrated planning and design for coastal landscapes and the urban-land interface, encourage participation in open access learning activities<br /> # OUT4 – Local and regional authorities: enhance public discourse on integrated planning and design for<br /> coastal landscapes and the urbanland interface as relevant driving force for environmental protection, social cohesion and sustainable growth<br /> # OUT5 – National/international networks as dissemination hubs such as thematic educational networks and<br /> European associations. Motive: raise awareness for project activities and its intellectual products. <br><br /> Amongst others, CO-LAND will cooperate closely with the European Landscape Network that brings together various actors for the implementation of the European Landscape Convention: Civilscape (network of NGOs), Uniscape (network of universities), ENELC (public and regional authorities). Other important target networks are: ECLAS (the European Council of Landscape Architecture Schools), AESOP (the Association of European Schools of Planning), IFLA-Europe (the European branch of the International Federation of Landscape Architects) and, of course, the project partner ISOCARP (the International Society of City and<br /> Regional Planners), which has a wide outreach <br><br /> # OUT6 – National/international professionals. Motive: updating knowledge, spreading and sharing<br /> ideas, and feedback regarding the intellectual outputs In both these activities, students and staff members are actively involved. Given the presence of so many partners and students of different<br /> cultures, the first phase is the socalled “internal dissemination” to let the partners have a common<br /> understanding about the project and to agree on the main strategic activities. The internal dissemination<br /> plan should be drafted foreseeing the expected project results, targeting the groups for dedicated <br /> activities and tasks, scheduling an efficient calendar, and sharing information about the available resources – both human and financial.</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Dissemination&diff=12276 Dissemination 2021-01-05T14:55:03Z

<p>Olaf.schroth: </p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> <br /> {| class="wikitable"<br /> |-<br /> | Dissemination and exploitation of results are integral parts of the Erasmus+ project. Making others aware of it contributes to raising the profile of the organisations involved in Erasmus+ Programmes, and it enables the wider community to benefit from the EU funded project outputs in terms of implementing education and training. Being dissemination activities of various types and topics, it is important to consider which kind of dissemination activities are fitted to the main goal of the present educational programme.<br /> |}<br /> <br /> * '''Dissemination''' is an innovative concept beyond the well-established reporting of academic results, traditionally book publications, academic journals and meetings (conferences and workshops). Research dissemination is a planned process of communication and interaction that involves several target audiences. A target audience is a group of people, to whom the messages, results, strategies and methodologies are addressed. Each audience is labelled with specific attributes. Activities and messages must be tailored to the audience features. A dissemination plan provides information on the results, programmes and initiatives to the key actors who, as part of the target audience, have the political responsibility, the financial resources, the authority or the skills and expertise to actively influence <br /> local processes of social, urban and landscape transformation.<br /> * '''Exploitation''' is the use of the project results for commercial purposes or in public policymaking. Its main aim is to convince individual end-users to adopt and apply the results of the project and its initiatives, so that the outcomes are used beyond the lifetime of the project.<br /> <br /> * [[Objectives: preliminary actions and dissemination plan]]<br> The project needs to define which partner is responsible for the dissemination activity, with the task of designing the plan and reports at different stages.<br /> <br /> * [[Key actors]]<br /> <br /> [[Exploitation and follow-up]]<br /> <br /> <br /> <br /> '''Documentation:''' Download [https://ilias.hfwu.de/goto.php?target=file_31296_download&client_id=hfwu workshop documentation]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Objectives:_preliminary_actions_and_dissemination_plan&diff=12275 Objectives: preliminary actions and dissemination plan 2021-01-05T14:53:51Z

<p>Olaf.schroth: </p> <hr /> <div>[[File:Preliminary actions and dissemination plan.PNG|thumb|right|Preliminary actions and dissemination plan]]<br /> The project needs to define which partner is responsible for the dissemination activity, with the task of designing the plan and reports at different stages. Before starting the plan, there are some preliminary actions i.e. the design of the project’s logo – agreed with the partners - and the website conception to publish the activities. Together with the logo, the project needs to develop templates, schemes, sheets and other tools useful for the communication of the contents and activities for the whole funding period. Moreover, the project needs visibility on social media (Facebook, Instagram, etc.) to spread off to the audience, especially the youth.<br><br /> <br /> These preliminary activities are assigned to specific partners in the early phase due to their key role in making the project effective. This kind of project is based on webinar and online training, consequently large part of the internal communication will be carried on through a digital platform. Before starting the project, the partner responsible for the dissemination and the coordinator will choose the app for the preliminary online meetings, preferably the same used for the teaching activities. Subsequently, a drafted dissemination plan is essential in the proposal stage to indicate which activities are carried out during the project lifetime and how to exchange among the various key actors. Although one partner is responsible for the project dissemination, the other partners are involved for its implementation. Each partner has a role in the project and a responsibility to disseminate in his/her own country and university. Among such activities, there is information to students, teachers and professionals in launching the course, plus selecting students to attend the online course and the intensive study program. Moreover, each partner should locally organise meetings for internal and external target audiences, conferences and seminars on the contents and reports at any stage the project. The dissemination plan includes the, contents, phases, motivations, means, channels, evaluation and monitoring of the dissemination activities (see following paragraphs). The dissemination and exploitation of results aim to maximise the effect of developed activities on the immediate participants to the project but, above all, they are intended to provide a methodological framework for those partners that, for years to come, are willing to carry out similar projects in the field of educational innovation, together with partnerships between institutions and internationalisation.</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Objectives:_preliminary_actions_and_dissemination_plan&diff=12274 Objectives: preliminary actions and dissemination plan 2021-01-05T14:53:37Z

<p>Olaf.schroth: </p> <hr /> <div>'''Objectives: preliminary actions and dissemination plan<br /> '''<br /> [[File:Preliminary actions and dissemination plan.PNG|thumb|right|Preliminary actions and dissemination plan]]<br /> The project needs to define which partner is responsible for the dissemination activity, with the task of designing the plan and reports at different stages. Before starting the plan, there are some preliminary actions i.e. the design of the project’s logo – agreed with the partners - and the website conception to publish the activities. Together with the logo, the project needs to develop templates, schemes, sheets and other tools useful for the communication of the contents and activities for the whole funding period. Moreover, the project needs visibility on social media (Facebook, Instagram, etc.) to spread off to the audience, especially the youth.<br><br /> <br /> These preliminary activities are assigned to specific partners in the early phase due to their key role in making the project effective. This kind of project is based on webinar and online training, consequently large part of the internal communication will be carried on through a digital platform. Before starting the project, the partner responsible for the dissemination and the coordinator will choose the app for the preliminary online meetings, preferably the same used for the teaching activities. Subsequently, a drafted dissemination plan is essential in the proposal stage to indicate which activities are carried out during the project lifetime and how to exchange among the various key actors. Although one partner is responsible for the project dissemination, the other partners are involved for its implementation. Each partner has a role in the project and a responsibility to disseminate in his/her own country and university. Among such activities, there is information to students, teachers and professionals in launching the course, plus selecting students to attend the online course and the intensive study program. Moreover, each partner should locally organise meetings for internal and external target audiences, conferences and seminars on the contents and reports at any stage the project. The dissemination plan includes the, contents, phases, motivations, means, channels, evaluation and monitoring of the dissemination activities (see following paragraphs). The dissemination and exploitation of results aim to maximise the effect of developed activities on the immediate participants to the project but, above all, they are intended to provide a methodological framework for those partners that, for years to come, are willing to carry out similar projects in the field of educational innovation, together with partnerships between institutions and internationalisation.</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Objectives:_preliminary_actions_and_dissemination_plan&diff=12273 Objectives: preliminary actions and dissemination plan 2021-01-05T14:53:13Z

<p>Olaf.schroth: </p> <hr /> <div>'''Objectives: preliminary actions and dissemination plan<br /> '''<br /> [[File:Preliminary actions and dissemination plan.PNG|thumb|right|Preliminary actions and dissemination plan]]<br /> The project needs to define which partner is responsible for the dissemination activity, with the task of designing the plan and reports at different stages. Before starting the plan, there are some preliminary actions i.e. the design of the project’s logo – agreed with the partners - and the website conception to publish the activities. Together with the logo, the project needs to develop templates, schemes, sheets and other tools useful for the communication of the contents and activities for the whole funding period. Moreover, the project needs visibility on social media (Facebook, Instagram, etc.) to spread off to the audience, especially the youth.<br /> These preliminary activities are assigned to specific partners in the early phase due to their key role in making the project effective. This kind of project is based on webinar and online training, consequently large part of the internal communication will be carried on through a digital platform. Before starting the project, the partner responsible for the dissemination and the coordinator will choose the app for the preliminary online meetings, preferably the same used for the teaching activities. Subsequently, a drafted dissemination plan is essential in the proposal stage to indicate which activities are carried out during the project lifetime and how to exchange among the various key actors. Although one partner is responsible for the project dissemination, the other partners are involved for its implementation. Each partner has a role in the project and a responsibility to disseminate in his/her own country and university. Among such activities, there is information to students, teachers and professionals in launching the course, plus selecting students to attend the online course and the intensive study program. Moreover, each partner should locally organise meetings for internal and external target audiences, conferences and seminars on the contents and reports at any stage the project. The dissemination plan includes the, contents, phases, motivations, means, channels, evaluation and monitoring of the dissemination activities (see following paragraphs). The dissemination and exploitation of results aim to maximise the effect of developed activities on the immediate participants to the project but, above all, they are intended to provide a methodological framework for those partners that, for years to come, are willing to carry out similar projects in the field of educational innovation, together with partnerships between institutions and internationalisation.</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=File:Preliminary_actions_and_dissemination_plan.PNG&diff=12272 File:Preliminary actions and dissemination plan.PNG 2021-01-05T14:52:46Z

<p>Olaf.schroth: Preliminary actions and dissemination plan</p> <hr /> <div>== Summary ==<br /> Preliminary actions and dissemination plan</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Dissemination&diff=12271 Dissemination 2021-01-05T14:51:31Z

<p>Olaf.schroth: </p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> <br /> {| class="wikitable"<br /> |-<br /> | Dissemination and exploitation of results are integral parts of the Erasmus+ project. Making others aware of it contributes to raising the profile of the organisations involved in Erasmus+ Programmes, and it enables the wider community to benefit from the EU funded project outputs in terms of implementing education and training. Being dissemination activities of various types and topics, it is important to consider which kind of dissemination activities are fitted to the main goal of the present educational programme.<br /> |}<br /> <br /> * '''Dissemination''' is an innovative concept beyond the well-established reporting of academic results, traditionally book publications, academic journals and meetings (conferences and workshops). Research dissemination is a planned process of communication and interaction that involves several target audiences. A target audience is a group of people, to whom the messages, results, strategies and methodologies are addressed. Each audience is labelled with specific attributes. Activities and messages must be tailored to the audience features. A dissemination plan provides information on the results, <br /> programmes and initiatives to the key actors who, as part of the target audience, have the political responsibility, the financial resources, the authority or the skills and expertise to actively influence <br /> local processes of social, urban and landscape transformation.<br /> * '''Exploitation''' is the use of the project results for commercial purposes or in public policymaking. Its main aim is to convince individual end-users to adopt and apply the results of the project and its initiatives, so that the outcomes are used beyond the lifetime of the project.<br /> <br /> * [[Objectives: preliminary actions and dissemination plan]]<br><br /> The project needs to define which partner is responsible for the dissemination activity, with the task of designing the plan and reports at different stages.<br /> <br /> [[Methodology]]<br /> <br /> [[Exploitation and follow-up]]<br /> <br /> <br /> <br /> '''Documentation:''' Download [https://ilias.hfwu.de/goto.php?target=file_31296_download&client_id=hfwu workshop documentation]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Transect_method&diff=12270 Transect method 2021-01-05T14:46:24Z

<p>Olaf.schroth: </p> <hr /> <div>{| class="wikitable"<br /> |-<br /> | Task: Sketch your (design) transect and show places of potential point of interventions ('acupunctures'), share the results (send, upload or share a photo of your sketches) and a short discussion about the transects<br /> Duration: 15 - 20 minutes<br /> <br /> |}<br /> <br /> [[File:Transect.png|thumb|Transect]]<br /> <br /> [[File:Transect sketch.png|thumb|left|Screenshot from the Transect video tutorial]]<br /> <br /> <br /> <br><br /> <br><br /> <br><br /> <br><br /> <br><br /> <br><br /> <br><br /> <br /> <br /> === Further Reading ===<br /> * Diedrich, L., G. Lee and J. Raxworthy (2012): Transects: Developing an Experience-based Methodology for Design Education and Design Research in Jonas & Monacella (eds). 2012. Exposure: Design Research in Landscape Architecture 2012, RMIT.<br /> * [https://www.nanocrit.com/issues/issue6/transect-method-mapping-narrating-water-landscapes-humboldts-open-works-transareal-travelling Lisa Diedrich, Gini Lee, Ellen Braae (2014): The Transect as a Method for Mapping and Narrating Water Landscapes: Humboldt’s Open Works and Transareal Travelling] <br /> * [http://landscapeandurbanism.blogspot.de/2009/12/representing-transects.html Landscape Urbanism Blog]<br /> * [https://transect.org/ Center for Applied Transect Studies]<br /> * Mantho, Robert (2015): The Urban Section. An analytical tool for cities and streets. London and New York</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Monitoring_and_evaluation&diff=12269 Monitoring and evaluation 2021-01-05T14:44:50Z

<p>Olaf.schroth: </p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> [[File:Quality objectives and indicators.PNG|thumb|right|Quality objectives, indicators and assessment tools]]<br /> {| class="wikitable"<br /> |-<br /> | '''Executive Summary Step 9: Monitoring and evaluation''' <br /> |-<br /> | Monitoring and evaluation are integral parts of each project that can be methodologically classified under the category of action research.<br /> |}<br /> <br /> * '''Monitoring''' can be generally defined as the continual observation of a system and its development according to certain criteria. <br /> * '''Evaluation''' is the structured interpretation of results according to the original objectives, respectively, the measurement of the degree of achievement of these objectives. <br /> <br /> The benchmark for every evaluation is the degree of the achievement of the quality objectives. In this context, it is not compulsory that the quality objectives be the same as the learning objectives. This table shows the COLAND quality objectives, the used qualitative and quantitative indicators to evaluate the degree of their achievement as well as the appropriate assessment methods and tools<br /> <br /> <br /> == Evaluation elements and process ==<br /> [[File:Evaluation process.PNG|thumb|right|The Co-Land evaluation process]]<br /> During every single evaluationreflection-improvement-cycle the quality assessment has been done both internally and externally, i.e., from outside the university sector. Internal evaluation with qualitative<br /> indicators has been primarily based on the following main elements:<br><br /> <br /> * Pre-survey of students before the start of the seminar.<br /> * Detailed kick-off survey of staff before the start of the seminar.<br /> * Interim evaluation of participants’ work results by means of a feedback form during/after assignment/presentation A, B and C.<br /> * Final evaluation of participants’ completed assignments by means of a feedback/evaluation and marking (depending on the partners’ curricula) after the last presentation online and/or onsite after the IP.<br /> * Detailed online survey of students after online course 1, 2 and 3. <br /> * Detailed online survey of students after the IP.<br /> * Detailed online survey of staff after the IP.<br /> <br /> == Evaluation results (exemplary)==<br /> The following explanations and tables summarise the results of the evaluation of the online seminar and the on-site ISP workshops according to the quality objectives. The basis are the online surveys of the students following the online seminars.<br /> <br /> [[File:Successful teamwork.PNG|thumb|left|Student evaluation of the team work 1/2]]<br /> [[File:Successful teamwork2.PNG|thumb|left|Student evaluation of the team work 2/2]]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=File:Evaluation_process.PNG&diff=12268 File:Evaluation process.PNG 2021-01-05T14:44:18Z

<p>Olaf.schroth: The CO-LAND evaluation process</p> <hr /> <div>== Summary ==<br /> The CO-LAND evaluation process<br /> == Licensing ==<br /> {{CC-by-sa-2.5}}</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Creating_communities_of_learners&diff=12267 Creating communities of learners 2021-01-05T14:42:57Z

<p>Olaf.schroth: /* Materials and exercises to help creating a community of learners */</p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> <br /> {| class="wikitable"<br /> |-<br /> | '''Executive Summary Step 5: How to create a community of learners from a diverse group of students with different backgrounds and languages''' <br /> |- <br /> | A key competence and learning objective for course participants is the ability to draft a strategy and a master plan for a coastal area taking into account economic, ecological and social aspects as well as current policies. In addition to the subject-specific knowledge and methods, courses should further aim to foster transversal skills at various levels. These essential skills include virtual teamwork and creative application of ICT tools for international cooperation, team building and democratic leadership, analytical thinking, intercultural communication and creativity or rather creating a [[community of learners]]<br /> |}<br /> <br /> [[File:WorkshopSetting.jpg|thumb|Workshop Setting in De Panne 2020]]<br /> <br /> {{#evu:https://www.youtube.com/watch?v=ZcmQaLvShU0&feature=youtu.be<br /> |alignment=inline<br /> |dimensions=700<br /> |description= Creating a community of thinkers<br /> }}<br /> <br /> <br /> == Materials and exercises to help creating a [[community of learners]] ==<br /> [[File:Different countries.PNG|thumb|right|Countries of origin]]<br /> * [[Team Building]]<br> An overview of key team skills.<br><br /> <br /> * [https://ilias.hfwu.de/goto.php?target=cat_9704&client_id=hfwu Lecture recordings, slides,glossary and learning materials]<br> Lecture recordings and learning materials that may support team work.<br /> <br /> == Further Reading ==<br /> * [https://www.emerald.com/insight/content/doi/10.1108/13527590110395621/full/html?fullSc=1 Ammeter, A. P., & Dukerich, J. M. (2002). Leadership, team building, and team member characteristics in high performance project teams. Engineering management journal, 14(4), 3-10.]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=File:Different_countries.PNG&diff=12266 File:Different countries.PNG 2021-01-05T14:42:39Z

<p>Olaf.schroth: Diagram of the countries of origin for various workshops.</p> <hr /> <div>== Summary ==<br /> Diagram of the countries of origin for various workshops.<br /> == Licensing ==<br /> {{CC-by-sa-2.5}}</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Monitoring_and_evaluation&diff=12265 Monitoring and evaluation 2021-01-05T14:41:12Z

<p>Olaf.schroth: </p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> <br /> {| class="wikitable"<br /> |-<br /> | '''Executive Summary Step 9: Monitoring and evaluation''' <br /> |-<br /> | Monitoring and evaluation are integral parts of each project that can be methodologically classified under the category of action research.<br /> |}<br /> <br /> * '''Monitoring''' can be generally defined as the continual observation of a system and its development according to certain criteria. <br /> * '''Evaluation''' is the structured interpretation of results according to the original objectives, respectively, the measurement of the degree of achievement of these objectives. <br /> <br /> [[File:Quality objectives and indicators.PNG|thumb|right|Quality objectives, indicators and assessment tools]]<br /> The benchmark for every evaluation is the degree of the achievement of the quality objectives. In this context, it is not compulsory that the quality objectives be the same as the learning objectives. This table shows the COLAND quality objectives, the used qualitative and quantitative indicators to evaluate the degree of their achievement as well as the appropriate assessment methods and tools<br /> <br /> <br /> == Evaluation elements and process ==<br /> During every single evaluationreflection-improvement-cycle the quality assessment has been done both internally and externally, i.e., from outside the university sector. Internal evaluation with qualitative<br /> indicators has been primarily based on the following main elements:<br><br /> <br /> * Pre-survey of students before the start of the seminar.<br /> * Detailed kick-off survey of staff before the start of the seminar.<br /> * Interim evaluation of participants’ work results by means of a feedback form during/after assignment/presentation A, B and C.<br /> * Final evaluation of participants’ completed assignments by means of a feedback/evaluation and marking (depending on the partners’ curricula) after the last presentation online and/or onsite after the IP.<br /> * Detailed online survey of students after online course 1, 2 and 3. <br /> * Detailed online survey of students after the IP.<br /> * Detailed online survey of staff after the IP.<br /> <br /> == Evaluation results (exemplary)==<br /> The following explanations and tables summarise the results of the evaluation of the online seminar and the on-site ISP workshops according to the quality objectives. The basis are the online surveys of the students following the online seminars.<br /> <br /> [[File:Successful teamwork.PNG|thumb|left|Student evaluation of the team work 1/2]]<br /> [[File:Successful teamwork2.PNG|thumb|left|Student evaluation of the team work 2/2]]</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=File:Successful_teamwork2.PNG&diff=12264 File:Successful teamwork2.PNG 2021-01-05T14:40:29Z

<p>Olaf.schroth: Student evaluation of teamwork (2nd sheet)</p> <hr /> <div>== Summary ==<br /> Student evaluation of teamwork (2nd sheet)<br /> == Licensing ==<br /> {{CC-by-sa-2.5}}</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=File:Successful_teamwork.PNG&diff=12263 File:Successful teamwork.PNG 2021-01-05T14:39:54Z

<p>Olaf.schroth: Student evaluation of the teamwork</p> <hr /> <div>== Summary ==<br /> Student evaluation of the teamwork <br /> == Licensing ==<br /> {{CC-by-sa-2.5}}</div>

Olaf.schroth https://colandwiki.hfwu.de/index.php?title=Monitoring_and_evaluation&diff=12262 Monitoring and evaluation 2021-01-05T14:34:35Z

<p>Olaf.schroth: </p> <hr /> <div>>>> [[Output_2_-_Toolbox|Back to tool-box overview]]<br /> <br /> {| class="wikitable"<br /> |-<br /> | '''Executive Summary Step 9: Monitoring and evaluation''' <br /> |-<br /> | Monitoring and evaluation are integral parts of each project that can be methodologically classified under the category of action research.<br /> |}<br /> <br /> * '''Monitoring''' can be generally defined as the continual observation of a system and its development according to certain criteria. <br /> * '''Evaluation''' is the structured interpretation of results according to the original objectives, respectively, the measurement of the degree of achievement of these objectives. <br /> <br /> [[File:Quality objectives and indicators.PNG|thumb|right|Quality objectives, indicators and assessment tools]]<br /> The benchmark for every evaluation is the degree of the achievement of the quality objectives. In this context, it is not compulsory that the quality objectives be the same as the learning objectives. This table shows the COLAND quality objectives, the used qualitative and quantitative indicators to evaluate the degree of their achievement as well as the appropriate assessment methods and tools</div>

Olaf.schroth