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LEARNING CITIES THE UNDERSTANDING OF PLACE John Worthington Founder, DEGW Professorial Fellow the University of Melbourne ...
“ Change is both seismic and incremental”   CARL ZEISS JENA – EAST GERMANY COVENT GARDEN - LONDON Planning successful citi...
Cities are the continuous interaction of people in space “ Enjoyable Cities are the result of designing MEANINGFUL SPACE w...
Continuous Community Engagement Design Thinking Co-creation Co-Production Shift from community consultation to co-producti...
Cities founded on exchange – Learning thrives on transaction Managing Continuous Change Bristol  -  Glasgow  -  London  - ...
Cities are changing from centres to networks of places COPENHAGEN  half million population Single focus ORESUND  3.5 milli...
<ul><li>14 Universities </li></ul><ul><li>140,000 Students </li></ul><ul><li>10,000 Researchers </li></ul><ul><li>6,500 Ph...
Information technology has changed  the focus of the learning The Internet has changed the notion of place, time and space...
Living is Learning – School is Place Managing   Continuous   Change
The City is the School The Sultan’s Elephant: London May 2006
The School is a Microcosm of the City Orestad College, Copenhagen
City as a Resource for Learning Apple Mac Chicago Library Business Retail Museums Artists’ studios City maintenance Librar...
<ul><li>More collaborative , active learning, hands-on experiences </li></ul><ul><li>Integrated , multidisciplinary </li><...
New Property Paradigm – Market Responsive <ul><li>Core Space : </li></ul><ul><li>Owned Space </li></ul><ul><li>Icon & imag...
New Space Models <ul><li>Traditional categories of space are becoming less meaningful as space becomes less specialized , ...
Blended spaces to support blurred activities Work, eat, talk, relax Social learning, be with others Support multiple activ...
Building Shell Container for Short Term Scenery DEGW: Egg Prudential, Derby
Growth and Change Hermann Hertzberger, Primary School, Delft
Your building can create a framework to support  creative teaching Play Connection Non Programmed Learning Storytelling  E...
By Providing Inviting Forms Herman Hertzberger, Apollo School, Amsterdam 1980-83
<ul><li>Efficiency </li></ul><ul><ul><li>Achieving more with less </li></ul></ul><ul><ul><li>Driving down costs and using ...
Through a New Paradigm   Ownership, governance and accessibility PRIVATE – Personal PRIVILEGED – Shared SEMI-PUBLIC – Comm...
A Radical Rethink of Space Could Yield Major Gains <ul><li>School classroom utilisation approx. 80% during core day </li><...
Be prepared to question perceived wisdom <ul><li>Learn by doing </li></ul><ul><li>Group by interest & knowledge not  age <...
Learning Landscapes   an Approach to Re-Imagining the University Source: DEGW & CERD University of Lincoln HEFCE Learning ...
University Dimensions –  The Components for Change The idea of the University   Design of the Estate Power and Communication
Articulating the Vision Identity and brand Condition and maintenance Circulation and permeability Flexibility Way finding ...
Components of the Academic Vision Core Values:  The underlying principles and ethos of the institution Vision statement:  ...
Identifying the gaps - Estate vs Vision
The Highbury Initiative Birmingham City Centre Challenge Symposium – March 1988 The Theme The theme identified for the wee...
While it will be important to allow and encourage mixed uses, there is a potential for a large number  of quarters, each w...
Learning from Place – programme for understanding and improving <ul><li>Goal: </li></ul><ul><li>“ To improve the quality o...
UniverCities – the city which learns and improves <ul><ul><li>Minimum 3 year programme establish an “attitude of mind” </l...
Creative Dublin – UniverCities programme <ul><li>UniverCities Programme </li></ul><ul><li>Leadership Dublin City </li></ul...
Creative Dalston – Design for London inspired community initiatives Making Space in Dalston J&L Gibbons Reflect wider city...
Creative Dalston – Valuing what is there <ul><li>Amonthindalston.blogspot.com gathered the multifarious activities over ei...
<ul><li>Urban Framework </li></ul><ul><ul><li>Fixes - retained buildings and urban quality </li></ul></ul><ul><ul><li>Capi...
DEGW : Development Briefing Total Identity : Value Research Envisioning opportunities through participation and referendum...
residential retail offices/commercial cultural & religious facilities leisure/hotel market public transport terminal “ Twe...
In Conclusion <ul><li>Continues improvement through evaluation, feedback and action </li></ul><ul><li>Formal and informal ...
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Learning Cities- John Worthington of DEGW, April 2010

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Presentation given by John Worthington of DEGW as part of MADE's Talking Cities lecture series.

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  • Our methodology: Document/deskop review, Corporate plan/ strategic overview, Teaching and learning strategy, Estates strategy, Project literature, Committee structure overview The Site Visit Site Visits give the opportunity to experience the estate and understand its physical context. It provides a brief exposure to the environment and feel of the estate all be it from a visitor’s point of view, this was guided by ‘prompt questions’ . Site visits included a walk around the main campus of each institution and its environs and a tour of the project itself. The InterviewInterviews allow for a fluid conversation around the issues and topics chosen by the LLHE case study team and an opportunity for expression of opinion and insight into an institution. Interviews focused around the concept of aspects of the institution would like to retain (Keep), would like to get rid (Toss) off and lastly aspects not yet in place and would like to see created (Create). Interviewees included:
  • In order to look at the learning landscape we first had to understand what makes up a university? dimensions that make up ‘the university’ The idea of the university which is created by the teaching and learning pedagogy, values, ethos, culture and impacts on organisation The estate design which is understood by analysing the legacy and aspiration of the estate and new design projects. Power and communication can be understood through knowledge of organisational structures and processes that enable implementation. These three dimensions work within the larger dimension of the ‘academic voice’ . This academic voice or literature is important as it provides a context and framework within which the first three operate. It provides a reference which is independent from individual drivers (e.g a PVC who may leave) and thus allows for long term forward progress. All these aspects work within the parameters of the wider cotext of the environment, society, politics, market forces etc at the the local, national and global levels. The concept of interdependence and holistic understanding of what the ‘learning landscape’ may be and the various external drivers
  • Good Design.
  • The output from the campus mapping and understanding the vision of the university along with what they consider works well and not so well, presented a profile where the physical campus could support the aspiration of the university better with great attention/effort in the areas of ‘Identity and Brand and the Flexibility of spaces. In many aspects the Campus meets or surpasses the vision particularly around condition and maintenance ( 100% on the Brayford campus) and in aspects of way finding, permeability and security.
  • Transcript of "Learning Cities- John Worthington of DEGW, April 2010"

    1. 2. LEARNING CITIES THE UNDERSTANDING OF PLACE John Worthington Founder, DEGW Professorial Fellow the University of Melbourne Director The Academy of Urbanism www.degw.com MADE Birmingham 15 th April 2010
    2. 3. “ Change is both seismic and incremental” CARL ZEISS JENA – EAST GERMANY COVENT GARDEN - LONDON Planning successful cities: a process of managing and moderating change
    3. 4. Cities are the continuous interaction of people in space “ Enjoyable Cities are the result of designing MEANINGFUL SPACE within which people are stimulated to interact to make MEMORABLE PLACES ”
    4. 5. Continuous Community Engagement Design Thinking Co-creation Co-Production Shift from community consultation to co-production Iterative Process of Thinking Through Design
    5. 6. Cities founded on exchange – Learning thrives on transaction Managing Continuous Change Bristol - Glasgow - London - Madrid - Melbourne - Milan - New York - Paris - Sydney
    6. 7. Cities are changing from centres to networks of places COPENHAGEN half million population Single focus ORESUND 3.5 million population Multi centred across political boundaries Cities of Imagination Cities of Convenience Cities of Place
    7. 8. <ul><li>14 Universities </li></ul><ul><li>140,000 Students </li></ul><ul><li>10,000 Researchers </li></ul><ul><li>6,500 PhD Students </li></ul><ul><li>4000 International Students </li></ul><ul><li>800 International Partner </li></ul><ul><li>Universities </li></ul><ul><li>8 Nobel Prizes </li></ul><ul><li>5th in Europe in Scientific </li></ul><ul><li>Output </li></ul>Learning is networking within cities and across boundaries University of Oresund
    8. 9. Information technology has changed the focus of the learning The Internet has changed the notion of place, time and space New methods of learning and teaching Student demography changing – life-long learning Changing financial context – mixed economy Increased competition - on resources Student focused – increased participation Blending of living, learning, working and leisure
    9. 10. Living is Learning – School is Place Managing Continuous Change
    10. 11. The City is the School The Sultan’s Elephant: London May 2006
    11. 12. The School is a Microcosm of the City Orestad College, Copenhagen
    12. 13. City as a Resource for Learning Apple Mac Chicago Library Business Retail Museums Artists’ studios City maintenance Library - Orchard shopping mall - Singapore Functions and Locations are Blurring
    13. 14. <ul><li>More collaborative , active learning, hands-on experiences </li></ul><ul><li>Integrated , multidisciplinary </li></ul><ul><li>Blended , learning takes place anywhere/anytime, mobile technology with social activity </li></ul><ul><li>Immersive with simulated or real-world experiences </li></ul><ul><li>Hybrid activities, online with face-to-face, mixed reality </li></ul>New Ways of Learning Rensselaer Polytechnic Institute Harvard Simulation Center Chalmers University
    14. 15. New Property Paradigm – Market Responsive <ul><li>Core Space : </li></ul><ul><li>Owned Space </li></ul><ul><li>Icon & image space </li></ul><ul><li>Special functions </li></ul><ul><li>Operations HQ/Admin </li></ul><ul><li>Centre for services </li></ul><ul><li>Flexi Space : </li></ul><ul><li>Leased Space </li></ul><ul><li>Leased UMUC-Branded </li></ul><ul><li>space </li></ul><ul><li>Auxiliary Operations </li></ul><ul><li>UMUC-managed shared </li></ul><ul><li>facilities with corporate, </li></ul><ul><li>consortium or institutional </li></ul><ul><li>partners </li></ul><ul><li>On Demand : </li></ul><ul><li>Pay per Use </li></ul><ul><li>Short term agreements in </li></ul><ul><li>response to enrollments </li></ul><ul><li>Leased classrooms at other </li></ul><ul><li>institutions </li></ul><ul><li>Presence in shared Higher Ed </li></ul><ul><li>Centres </li></ul><ul><li>Presence in non-UMUC </li></ul><ul><li>branded facilities </li></ul>Source: University of Maryland 30% 40% 30%
    15. 16. New Space Models <ul><li>Traditional categories of space are becoming less meaningful as space becomes less specialized , boundaries blur, and operating hours extend toward 24–7 </li></ul><ul><li>Space types designed primarily around patterns of human interaction rather than specific needs of particular departments, disciplines or technologies </li></ul><ul><li>New space models focus on enhancing quality of life as much as on supporting the learning experience </li></ul>circulation as event space more freely available space group project work, solo work redefining ‘balance’ space circulation as glue
    16. 17. Blended spaces to support blurred activities Work, eat, talk, relax Social learning, be with others Support multiple activities with diverse settings Flexible, allow user control and manipulation Exploit food as a catalyst Blending of information-based work and entertainment “ multiplexing of functions” (Bill Mitchell) Chalmers University
    17. 18. Building Shell Container for Short Term Scenery DEGW: Egg Prudential, Derby
    18. 19. Growth and Change Hermann Hertzberger, Primary School, Delft
    19. 20. Your building can create a framework to support creative teaching Play Connection Non Programmed Learning Storytelling Experiment Reflect Hellerup School, Denmark
    20. 21. By Providing Inviting Forms Herman Hertzberger, Apollo School, Amsterdam 1980-83
    21. 22. <ul><li>Efficiency </li></ul><ul><ul><li>Achieving more with less </li></ul></ul><ul><ul><li>Driving down costs and using space more intensely </li></ul></ul><ul><li>Effectiveness </li></ul><ul><ul><li>Improving learning outcomes </li></ul></ul><ul><li>Expression </li></ul><ul><ul><li>Transmitting knowledge and community values </li></ul></ul>Your building can support Will Alsop, Fawood Children Centre, Brent London
    22. 23. Through a New Paradigm Ownership, governance and accessibility PRIVATE – Personal PRIVILEGED – Shared SEMI-PUBLIC – Community PUBLIC – “The Public Realm”
    23. 24. A Radical Rethink of Space Could Yield Major Gains <ul><li>School classroom utilisation approx. 80% during core day </li></ul><ul><li>Scope to reappraise core time </li></ul><ul><li>Schools currently only used about 18% of total time available </li></ul><ul><li>Scope for radical rethink of core of space and time </li></ul><ul><li>Little attention paid to utilisation of support, social and circulation spaces </li></ul><ul><li>Scope to reappraise ownership and management of space </li></ul>Virtual Model – In between spaces Cardboard Model Hellerup School, Copenhagen
    24. 25. Be prepared to question perceived wisdom <ul><li>Learn by doing </li></ul><ul><li>Group by interest & knowledge not age </li></ul><ul><li>Eat when you are hungry – not by the clock </li></ul><ul><li>Not teaching, but learning </li></ul><ul><li>Create dialogue, the teacher acts as guide </li></ul><ul><li>Provide room to manoeuvre </li></ul><ul><li>Intelligence is more than maths – social, linguistic, musical etc </li></ul>“ Translating the learning process and pedagogic principles with building blocks is a metamorphosis for both the project and the participant”
    25. 26. Learning Landscapes an Approach to Re-Imagining the University Source: DEGW & CERD University of Lincoln HEFCE Learning Landscapes in Higher Education 2009 The idea of the University Power/Communication Estate Design Document review Site Visit Interviews
    26. 27. University Dimensions – The Components for Change The idea of the University Design of the Estate Power and Communication
    27. 28. Articulating the Vision Identity and brand Condition and maintenance Circulation and permeability Flexibility Way finding and orientation Effective use Security EXPRESSION EFFICIENCY EFFECTIVENESS
    28. 29. Components of the Academic Vision Core Values: The underlying principles and ethos of the institution Vision statement: A description of how the institution would like to be and how it will work within and towards its core values. Strategic objectives: The institutes measurable points of achievement and goal setting, normally aligned with the vision statement. KEEP/TOSS/CREATE A measure of attitude/opinion of the institute’s leadership
    29. 30. Identifying the gaps - Estate vs Vision
    30. 31. The Highbury Initiative Birmingham City Centre Challenge Symposium – March 1988 The Theme The theme identified for the weekend was that of the “City as Theatre” because the actions necessary to make cities exciting, attractive, comfortable places can be likened to putting on a show. Thus the participants were divided into six workgroups each with a set of issues to consider: Producing the Show: The role of the city centre and resources Setting the Stage: urban design and landscape Casting the Roles: user perception Directing the Actors: movement and transportation Managing the Stage: management and maintenance Attracting the People: promotion and events
    31. 32. While it will be important to allow and encourage mixed uses, there is a potential for a large number of quarters, each with a distinctive theme and a distinctive gateway from the inner ring road. These include: The JEWELLERY QUARTER , entered off Newhall Street – a craft/creative quarter The CHINESE QUARTER off Hurst Street – an entertainment and cultural quarter The SCIENCE QUARTER at Aston a MEDIA QUARTER at Digbeth a CONVENTION QUARTER off Broad Street BUSINESS QUARTERS off Victoria Square and at Five Ways The CIVIC QUARTER around the Council House The Highbury Initiative Birmingham City Centre Challenge Symposium – March 1988
    32. 33. Learning from Place – programme for understanding and improving <ul><li>Goal: </li></ul><ul><li>“ To improve the quality of ‘livelihood’ in our cities through collaboration, evaluation, feedback and learning” </li></ul><ul><li>Objectives: </li></ul><ul><li>Understand place making as a combination of organisational behaviour and spatial actions over time </li></ul><ul><li>Recognise the levels of urbanism, from the sub-regional to building scale </li></ul><ul><li>Celebrate, support and nurture the rich diversity of approaches and organisational structures available to meet the Academy’s goal </li></ul>
    33. 34. UniverCities – the city which learns and improves <ul><ul><li>Minimum 3 year programme establish an “attitude of mind” </li></ul></ul><ul><ul><li>Owned by the Community - Initiated by Academicians </li></ul></ul><ul><ul><li>Continuous improvement through Understanding </li></ul></ul><ul><li>“ Long term programme, committed to learning and feedback” </li></ul>Learning Communities Practice FORMAL INFORMAL
    34. 35. Creative Dublin – UniverCities programme <ul><li>UniverCities Programme </li></ul><ul><li>Leadership Dublin City </li></ul><ul><li>Agreed charter </li></ul><ul><li>Quarterly meetings </li></ul><ul><li>Six higher education </li></ul><ul><li>institutions </li></ul><ul><li>“ Network to discuss and implement solutions to the challenges Dublin faces as an internationally competitive city region.” </li></ul>
    35. 36. Creative Dalston – Design for London inspired community initiatives Making Space in Dalston J&L Gibbons Reflect wider city, national and international commitment to creativity
    36. 37. Creative Dalston – Valuing what is there <ul><li>Amonthindalston.blogspot.com gathered the multifarious activities over eight weeks </li></ul><ul><li>An inventory of venues </li></ul><ul><li>Mapping the green </li></ul><ul><li>Heritage walks from different cultural perspectives </li></ul><ul><li>Youth forum photographic workshop </li></ul><ul><li>Stakeholder meetings </li></ul>
    37. 38. <ul><li>Urban Framework </li></ul><ul><ul><li>Fixes - retained buildings and urban quality </li></ul></ul><ul><ul><li>Capital web - infrastructure and structure landscape </li></ul></ul><ul><ul><li>Character - quality of place </li></ul></ul><ul><li>Programme of Projects </li></ul><ul><ul><li>Construction - large + small -some independent, others linked </li></ul></ul><ul><ul><li>Events - raise awareness, local + international </li></ul></ul>City of Utrecht – Masterplan Stationsgebied 2003 (DEGW involved) Shift from masterplan to framwork for change
    38. 39. DEGW : Development Briefing Total Identity : Value Research Envisioning opportunities through participation and referendum Values A. organic accessible obliging living small scale housing low rise affordable housing connecting Many passages new main entrance all kinds of traffic servicing versatile semi-public business city hall Themes
    39. 40. residential retail offices/commercial cultural & religious facilities leisure/hotel market public transport terminal “ Twenty year strategy, tackled in parts, completed in stages” From ‘manifesto’ to new paradigm
    40. 41. In Conclusion <ul><li>Continues improvement through evaluation, feedback and action </li></ul><ul><li>Formal and informal learning </li></ul><ul><li>Appropriate responses to match the context </li></ul><ul><li>Work with paradox </li></ul><ul><li>Question perceived wisdom/”upside down thinking” </li></ul>DEGW Envisioning Cards

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