dss 2014 learning resources

Design Skills Symposium 2014Learning resources...

Introduction...This is Section Three of the report of Architecture and Design Scotland’s Design Skills Symposium 2014, which took place in Glasgow on the 20th and 21st March.

The theme for the event was ‘Learning from the Commonwealth Games’. The aim was to seek transferable lessons for placemaking and design for the rest of Scotland, based on knowledge emerging from preparations for the 2014 Commonwealth Games in Glasgow.

The event took place at the Emirates Arena, right in the heart of Glasgow’s East End Commonwealth Games regeneration activity. Participants learned at first-hand about how many Games related projects and programmes have levered wider environmental, social and economic benefits and influenced transformational change in places and communities.

The two day learning process was based around small group workshops using design methods - enabling people to learn from each other, build collaboration and draw out lessons for their own practice. Three study areas were used as inspiration to test how design thinking could help address regeneration challenges faced around Scotland.

Over 100 delegates attended from local authorities and other public and private organisations across Scotland. International experts spoke and facilitated at the event. The programme included presentations, site visits and workshops. The following report presents the Learning Context, Group Outputs and Resources from the event.

The report is structured into the following key sections:

1. Context: Sets out the learning contexts participants engaged with including: International, Glasgow and local (world cafè).

2. Outputs: Presents the outputs generated by the participants including summaries of each groups facilitator backgrounds, approach, and broad outcomes as well as key images, objectives, themes and projects. Illustrations give a flavour of the big ideas suggested by each theme

3. Resources: Detailed resource sheets are provided for each of the transferable tools or methods built into the symposium programme. Explanations are given of the processes undertaken with links to related sources to enable wider application.

Developed and delivered by A+DS in partnership with The Scottish Government, Glasgow City Council, Clyde Gateway and Improvement Service and supported by others including Scottish Canals, VELOCITY and the Local Authority Urban Design Forum.

Project partners and supporters

Resources...

Resource sheets are provided for each of the transferrable tools or methods that participants experienced over the course of the two day event.

Project partners and supporters

Drawing Skills (computer)

The Urban Skills Portal is a practical online design skills programme for built environment professionals with little or no previous experience of graphic software.

The programme supports users to quickly gain some competence in essential graphics techniques, enabling them to:

• Represent environments in two and three dimensions

• Develop skills to explain ideas for specific place changes graphically

• Visually communicate ideas in a way that others understand, respect and find engaging.

A+DS collaborated with the Bartlett School of Planning on the programme following feedback from the 2012 Ayr Design Skills Symposium that participants would benefit from training to improve skills and confidence in graphic communication. Fees are applicable to a number of the modules.

Drawing skills (hand)

For many planning and engineering professionals, the simple art of hand drawing has become marginalised. The ‘Drawing Places’ training package was developed by the Scottish Government to bring planners and engineers back-to-basics on how to draw and visualise places. The popular course is aimed at teaching basic hand-drawing skills to professionals who feel it has been a long time since they have drawn in their job or feel it is something they would like to do more often but don’t know how to start.

In February 2014 a Drawing Places workshop was offered as a free event for symposium participants. Hosted by the Scottish Government in conjunction with A+DS, the session at the Lighthouse primed participants for using their drawing skills at the 2014 Design Skills Symposium. Participants were introduced to some essential skills in drawing including scale, perspective, axonometrics, sketching, use of colour and basic masterplanning techniques.

Resource 01 | Drawing skills

Participant, DSS 2014

Relevant links...Scottish Government’s drawing places:

http://bit.ly/1F7dUnr

Pre-symposium workshop: http://bit.ly/1ueGHOG

A+DS Graphic communication for plan making:

http://bit.ly/1vsLItK

LAUDF World cafe on visioning and

storyboarding: http://bit.ly/11jNYGz

Urban skills portal: http://bit.ly/1xtoPWk

Richard Carmen, Architectural Illustrator

http://www.richardcarman.co.uk/index.html

Drawing skills (illustrator)

Hand drawings can be an extremely valuable communication tool for representing ideas about the built environment. An illustrator can be an enormous asset at workshop based events.

An experienced illustrator can interpret people’s ideas as they are generated and represent them graphically in a way that helps people imagine new possibilities. Sketches can suggest at potential outcomes, without prescribing fixed or finished solutions.

Architectural illustrator Richard Carmen was commissioned to be on hand at the symposium to assist participants to visualise their ideas and realise their ideas for proposed solutions.

Following the symposium Richard prepared sketches to represent a flavour of the key ideas generated by the three main groups.

Richard Carmen, DSS 2014

of making some sense of the learning and place contexts they had been introduced to. Participants worked in their sub-groups (8 or so people) to generate a problem tree and solution tree diagram to define the brief for their approach to the site.

Process followed

1. Participants listed out all problems that come to mind related to their place. These could be physical, social, environmental…Groups used post-its, or wrote directly onto flip charts. Problems were existing, not possible, imagined or future ones.

2. Each group sought to establish the central problem, based on the ideas and thoughts generated. For many groups this involved debate and testing of different options before settling on one key problem statement.

3. Once the key problem was determined, participants sorted other problems into which are ‘causes’ (roots) and which are ‘effects’ (branches).

Principle

The problem tree method helps people to break down problems into causes and effects, simply drawn as a ‘tree’ relationship. The tree graphic is built up with the key problem at the centre (trunk), the ‘causes’ forming the roots of the tree, and major branches reflecting the main ‘effects’ of the problem, The problem tree method was incorporated into the DSS programme to help participants to unpack the briefing problem they wanted to focus on for their place

How was it done?

On the first day of the symposium the 100+ participants had heard from international and local experts. They had also visited one of three study sites in Glasgow, where they were introduced to a range of different regeneration issues on visits with lead facilitators and clients working on live projects in these areas. It was following this intensive briefing session that the problem tree was introduced to participants as a method

Resource 02 | Problem Tree

A Group B Problem Tree

Relevant links...URBACT - How to produce and action plan:

problem tree information

http://bit.ly/1p2NhMK

URBACT TOOLKIT pages 70-74: http://bit.

ly/1F4kHfQ

URBACT Templates: http://bit.ly/1m3Uxlm

Overseas Development Institute: Problem Tree

Analysis: http://bit.ly/1xGtvcS

4. Causes and effects are organised into groups or hierarchies, i.e., how do the causes relate to each other - which leads to the other, etc. This starts to give clarity about where to target actions to address the problem.

How does it work?

This activity stimulates and broadens thinking about problems and helps to seek out and address root causes through the brief rather than superficial symptoms.

The method helps people to consider different angles of a problem, inspires thinking about the best approaches for action and influences the targeting of resources towards the best outcomes.

The process ensures people consider the bigger picture rather than rushing to solutions - design thinking.

Through debate and discussion, group consensus can be generated around priorities and approaches.

Richard Carmen, DSS 2014A Group C Problem Tree A Group A Problem Tree

symposium, Bela helped steer the groups through the following stages on Day 2.

Own suggestions: the participants spent a few minutes individually considering the brief and noting their thoughts, proposals or solutions on their own piece of paper (no discussion was allowed at this stage).

Pair suggestions: the participants formed pairs and discussed their written thoughts. Following discussion, the pairs sought consensus through discussion for a number of joint proposals, which they record on paper/post its, each on a different paper. These papers are then postered to the workboard for everyone to see.

Explanation: in this phase, each pair briefly explains to the rest of the audience the proposals they have attached to the workboard. (Comment or criticism is not allowed at this stage)

Ranking: following the explanations, each pair assesses the suggestions by selecting the most important ones – using agreed selection criteria. They mark their choices on the workboard.

Principle - What is OPERA?

OPERA is a co-creation method promoted as a tool through the URBACT programme. An OPERA session is typically led by a facilitator, who co-ordinates the activities and helps bring together thoughts at the ranking and arranging stage. The method was used by participants in Bèla Kèzy’s participation theme at the symposium as a tool to help group generation of ideas and concept development for the study site.

How was it done?The technique was applied in the smaller groupwork sessions at the symposium (6-8 people), but it can also be applied in much larger groups. The method helped to focus participant’s energy on generating ideas to solve the issues of the briefs set on day one of the Symposium. The method enabled participants to collect, filter and synthesize their proposals in a structured way.

Process followedHaving identified the brief for which the group would seek a solution on day one of the

Resource 03 | OPERA

Relevant links...Further resources on OPERA are available

here….

Integrated consulting explanation:

http://bit.ly/1x4Hgg2

URBACT Dublin: http://slidesha.re/1vsNbQM

Roma-net use OPERA: http://bit.ly/11jP9Wd

Arranging: the facilitator arranges the suggestions on the workboard according to topics, linking and merging similar proposals. This is done together with the participants, following their instructions.

The result is a jointly created, consensus-based set of suggestions that can be used as input for further processes.

How does it work?OPERA combines a systematic way of thinking with a creative process for solving problems, making the most of all participants’ knowledge and experiences. Through individual and then partner discussions, each and every participant has a role to play in the process. This enables the free generation of thoughts and proposals, without letting any individual dominate the discussion.

Use when

OPERA is a simple method that could be easily transferred by participants to other groupwork scenarios – enabling them to lead workshops with colleagues or community groups.

Process followed

Participants pre-selected 3 topics from the list of 13 options at the end of day one. Participants gathered at tables in small groups of typically 6-8 with 1-2 ‘local experts’.

Each world café session involved a brief introduction by the local expert/experts to explain the key learning from their project or initiative. Powerpoints were generally not used, instead, local experts spoke to their topics with graphic aids – documents, plans etc – for 5-10 mins followed by 10-15 minute of discussion and questions from the group.

After about 20 mins of discussion, conversations were brought to a close and participants moved onto their next discussion topics. Local experts repeated the content of their presentation to the next group. Scribes recorded key content of issues and themes from talks and discussions.

How does it work

The world café works so well because people feel

Principle

The Design Skills Symposium World Café was programmed to enable participants to engage in conversation, knowledge and information exchange with local ‘experts’ involved in the delivery of projects and initiatives related to the 2014 Commonwealth Games. The hope was to create an informal atmosphere where participants could gain insights and creative inspiration from people involved in delivering real change.

How was it done?On day two of the symposium participants were joined by expert contributors, representing 13 different local projects or initiatives. A particular focus was placed on the East End and for a number of projects local experts were joined by representatives of national agencies or public bodies able to explain potential support for similar projects in other locations around Scotland. The room was arranged in an informal setting with 13 small tables and seating for approx 8 people at each. Topic markers were clearly displayed.

Resource 04 | World Cafè

Relevant links...World Café Method:

http://www.theworldcafe.com/method.html

A+DS: LAUDF world cafe on design in

development planning:http://bit.ly/11jNYGz

For summaries of the Design Skills Symposium

2014 World Cafe discussions please refer to the

Learning Contexts Report.

comfortable to share and exchange information in small informal groups. The length of time given over to discussion is important as it allows individuals to draw out the specific learning they are interested in from the local expert. This format has significant advantage over a more formal presentation delivery as it encourages creative dialogue. Local experts have the opportunity to address key issues raised from discussion sessions with subsequent groups, meaning each new conversation can move forward insights. Because of the range of dicsiplines, broad discssions were possible.

Use when

World Cafés are typically led by a facilitator, who concludes by rounding up feedback and drawing out key insights from group discussion.

Because of the size of the DSS world café, a formal summary was not attempted. Sharing of learning and insights was done by participants within their project groups as they returned to the next workshop session to brainstorm ideas for their sites.

A learning journey...

This section presents a summary of the key learning drawn out of the event, an illustration of the learning journey and feedback on the impacts.

Key learningBig lessons from Glasgow

Participation: Participation requires authentic engagement with people about how they live their life, and their desires for the future. It is about making things happen, be it a music collective in Dalmarnock, a walking group at the Cunningar Loop or charettes in Port Dundas. Doing things together builds evidence of what works. Participation should happen before projects are designed to drive success and sustainability of projects once they are built.

Prototypes: Changing places is difficult. It can be hard to imagine what a ‘new normal’ will look and feel like. It can be frustrating for communities when change is thrust upon them. Initiatives like Stalled Spaces allow people to test out different futures in a low cost, low key way. Such experiences could shape briefs to direct how capital funding is used to achieve the most benefit for most people.

Patterns: Understanding what works for people means listening to what people value; through active participation and testing things at project level. The next challenge is to scale up the benefits, which requires new relationships between communities and public sector; between community planning and land-use planning and in the urban form we create. We need to continue the dialogue of what different looks like and imagine new patterns of how to make this happen.

How can design thinking help tackle the challenges of real places, with real issues? Particpants collaborated to test approaches to big complex regeneration challenges typical of many Scottish places. At times the challenges seemed too big, too daunting. But, by engaging with representatives of real projects and communities trying to make positive change happen and by listening to new perspectives and imagining different possibilities, participants completed a learning journey from initial challenge towards a brief for potential solutions. A key message from the experience is that design as a collaborative process is an effective vehicle to start to tackle complex urban challenges. It unlocks possibilities. Other key learning points from Glasgow include:

Value: Unlocking the value of places means starting with the people; how do people use the space? Break down big challenges into smaller parts, then analyse through the lens of the particular value it offers; economic, social, environmental, cultural or community. The place value happens when you combine these elements to work for people.

The information in this exhibition does not constitute the official view of A+DS, nor does it constitute specific proposals for sites in Glasgow. It is a visual representation of participant ideas, which formed part of their learning journey at the Design Skill’s Symposium.

Seek inspirationParticipants took part

in a World Café Session

to gain knowledge and

inspiration from people

directly involved in

the delivery of 13 local

initiatives or projects

related to the 2014 Games.

World Café Format: A five-

minute talk from local

expert(s), followed by

a fifteen-minute group

discussion: how might such

a project or initiative

work in your place?

Move tables and repeat.

Participate in three

discussions in total.

Initial briefParticipants were asked

to seek transferable

learning for their own

places using study sites

to explore issues typical

to other Scottish urban

environments.

Learning contextParticipants were

introduced to key local

and international

learning on Commonwealth

Games led regeneration

by representatives from

Melbourne and Glasgow. Lead

facilitators introduced

key learning themes and

approaches.

Place contextParticipants were

introduced to a range of

different regeneration

issues, using places in

Glasgow. Three groups

explored ideas of:

A) Values and assets

B) Healthy sustainable

communities

C) Participation

Participants engaged

with clients working on

live projects in these

areas. Lead facilitators

encouraged reflection on

how the learning could be

applied in other Scottish

places.

Define the problemA project brief is key to

informing design action.

Participants were asked to

unpack the briefing problem

they wanted to focus on

using the ‘problem tree’

method.

This breaks down any

problem into causes and

effects, simply drawn as a

‘tree’ relationship.

Clear consideration of a

problem helps to inform

where to target resources

and inspire thinking about

possibilities.

Generate ideasSub-groups shared and

reflected on learning from

the World Café session.

Day one briefs were tested

and developed against new

local information.

Working in subgroups, ideas

were generated building

on inspiration from World

Café about possibilities

to tackle challenges

identified on Day one.

Refine ideasGroups worked rapidly

towards a final concept or

approach to their brief.

In the participation group

the OPERA tool was used:

people brainstorm first on

their own, then work in

pairs and finally in groups

to develop ideas and

achieve consensus about an

approach.

Illustrate solutionsA key aim was to

encourage clear, succinct

communication of ideas,

using visual and verbal

techniques. Groups sketched

out the story of their

brief. An illustrator was

on hand to assist with

3D visualisations. A pre-

symposium drawing places

workshop, facilitated by

the Scottish Government,

helped develop many

participants’ own drawing

skills.

Seek feedbackA peer review was held of

final proposals. Sub-groups

were asked: What is the

group’s proposal to address

the identified brief?

A plenary followed with all

participants assembled,

sharing transferable

learning for other Scottish

places.

Feedback was provided

by lead facilitators as

well as key local and

international contributors.

A learning journey Design Skills Symposium 2014 participants were invited to think about how design can help in the process of tackling urban challenges. Here are the key stages they followed. It is not a model process or a view of what should happen. It is a visual summary of the journey people took, and the ideas that inspired them. The focus is on the learning journey.

Feedback

The Design Skills Symposium 2014 was the fourth event of its kind. The event’s focus and programme built on feedback from previous events in Ayr (2012), Stirling (2011) and Dundee (2010). In 2014 a strong emphasis was placed on the transferability of learning, methods and approaches. A post event e-survey gathered participant and contributor feedback. The feedback was very positive:

Key learning Impacts

• 92% responded positively on transferability of tools and methods used at the event

• 98% anticipated positive impacts on their practice

• 100% would attend again or recommend attendance to a colleague

“I realised the importance

of drawing, and working

collaboratively. Wherever

possible I will!”

“I feel the skills I learned at the symposium are very transferable to my working life.”

“The learning, methods and approaches experienced at the symposium could help us to have the confidence to be more creative in our approach to development planning. Very transferable. “

“Very useful. Enabled us to see planning and development from different angles and different disciplines / professions. Provoked a ‘thinking outside the box’ attitude.”

“Elements such as the problem tree are immediately transferable.”

“It was good to be asked to

think differently, and approach

challenges in a new way.”

“l liked the fact that we saw some very high profile design initiatives from overseas e.g. Melbourne, but also had insight to small scale local projects and initiatives through the World Cafe”

“I did really appreciate

the World Cafe- there

was a lot to learn from

these sessions of real

work practical steps

from people who were

getting projects on the

ground”

Next steps

A November follow up to the Design Skills Symposium 2014 is to be delivered in collaboration with the Local Authority Urban Design Forum (LAUDF).

The LAUDF is a peer based learning forum, supported by A+DS, to enable practitioners with an interest in urban design to meet regularly to share design related issues and ways of addressing them. Meetings are open to local authority and public sector staff from across Scotland.

The most recent LAUDF outputs and details about how to get involved are available at:

www.ads.org.uk

Architecture and Design Scotland

Bakehouse Close, 146 CanongateEdinburgh EH8 8DD

Level 2, 11 Mitchell Lane,Glasgow, G1 3NU

T: +44 (0) 845 1 800 642F: +44 (0) 845 1 800 643E: [email protected]

www.ads.org.uk

dss 2014 learning resources

Documents

design methods

design thinking

learning resources

symposium programme

day event

learning contexts participants

urban skills portal

games related projects