INSPIRATION…FROM PRACTICE

1

ILLUSTRATIONS OF LIVING LABS

Spatial AdaptationTranslating nationwide policy on climate-adaptive cities in the province of Overijssel

Strong City on Weak SoilIdentifying and countering the effects of soil subsidence in the Dutch city of Gouda

InnovA58Stimulating traffic flow, traffic safety and livability by instigating innovation

2

A PRACTICE BASED EXAMPLE - STUDENT PARTICIPATION: FROM THE GROUND UP

Who Rise of the Student Advisory

Council (SAC) Groningen

Why Success of Advisory Report

“Students on bikes”

3

STUDENT PARTICIPATION: TOWARDS COURSES

WhatPLINF before SAC – lectures, group assignment made-up

by university on identifying an infrastructure, its administrative arrangements and recent changes

PLINF after SAC – lectures, group assignment based on

a real life contemporary case of an actual client, engaging

students through practicals by the SAC, workshops from

related clients, an expert panel and company visit.

4

Johan Postma Projectleader accesability ARZ / province of Groningen

Hans Vissers Advisor accesability municipality of Groningen & Groningen Bereikbaar

Thomas Faber Projectleader municipality of Groningen & Groningen Bereikbaar

Frank Ottenhof Director Trinité automation

Jos Vrieling Advisor on mobilityRoyal HaskoningDHV

Paul Plazier PhD student sustainable mobility University of Groningen (UoG)

Terry Albronda Regional coordinator “Beter Benutten” Region of Groningen Assen

Willem de Vries Rijkswaterstaat

Terry van Dijk Associate Professor spatial planning UoG

Karel Brookhuis Professor and traffic psychologists UoG / TU Delft

5

THE EXPERTPANEL

STUDENT PARTICIPATION: PAYING UP,PAYING OFF Course structurally valued as a top

three course of the faculty Assignment structure adressess the

challenge to connect better to practice

Getting students to organise the assignment teaches them a lot

6

Whether you’re look-ing for an innovative idea, practically work-ing out projects or org-anisation, the SAC brings this to an inte-grated product

Tim Busscher -Assistant Professor Planning and Infrastructure

CONCLUDING

Conceptualisations and idealtypes of Living Labs

THM = Multiplicity of Living Labs

A practice based example of active student participation

THM = Engaging, challenging and real

7

RINGLAND ACADEMIE, ANTWERPEN

Citizen Science embedded in an urban movement for alternative mobility

RINGLAND ACADEMIE, ANTWERPEN

Loose network of academics associated with NGO Ringland

- Community outreach- Radical concept of urban

citizenship- Lectures and workshops:

students-staff-citizens

BRUSSELS ACADEMY

Independent organization led by professor emeritus of free university of Brussels

Embedded in citizen groups

BRUSSELS ACADEMY

- Service learning- Giving local communities

access to knowledge resources

- Transdisciplinary knowledge environment (mutual learning)

- Training as part of the ambition

VELDACADEMIE, ROTTERDAM

Independent organizationassociated with the Rotterdam Design Academy

VELDACADEMIE, ROTTERDAM

Double structure:NGO responsible for exhibitions and presentationNGO responsible for content development

Ad hoc cooperation with academic partners

ROTTERDAM BIENNALE

‘OPEN KAART’: MAPPING A BIOREGIONBioregion = a term which refers both to a geographic area and an inhabited area –“to a place and the ideas that has developed about how to live in that place” (Sauvé 2005)

� A collective inquiry/experiment:

Creating time and space to explore and study the region and what connects people to this place

Inviting people to reflect on what matters here, for them and for others and on the implications thereof

Creating a forum for relevant initiatives Drawing attention to the complexity of living together

(people and nature) Inspiring action and, possibly, change – whatever the form this can take

15

‘OPEN KAART’: MAPPING A BIOREGION Not only to create or articulate a sense of belonging, also to enact

tensions and controversy that are inevitable in an inhabited area, e.g. irreconcilable claims on land use

How? Diversity of educational trajectories / mapping challenges in collaboration with diverse partners (schools, inhabitants, youth work, adult education, industrial park, retirement centre...) Creating different kinds of new maps (not only geographical) Enliven the maps: pictures, images, narratives, audio, video, objects... Result: dynamic exposition: field research centre

16

‘OPEN KAART’: MAPPING A BIOREGION

Challenges, tensions: Explaining >< studying (starting with an empty expo) Open-ended >< steering (what to see – where to look at?) Social cohesion >< controversy (e.g. agriculture versus nature?) Entertainment >< education (easily accessible, enjoyable, informal…

versus attention, efforts, something at stake)

Laboratory?!

Would it make a difference to organize this in/via a university instead of a government centre? How?

17

URBAN FUTURES STUDIO

• Utrecht (The Nederlands)• New: ° 2017• Starting point: “we need new

ideas to guide 21st centurycity-making” and “the Studiois devoted to the study of positiveurban futures and of ways to get there”

• Focus on ‘IMAGINATION’ � focus on climate change and on alternative ‘Future Worlds’

18

Prof. Maarten Hajer

URBAN FUTURES STUDIO

19

URBAN FUTURES STUDIO

• Inter- and transdisciplinarity, but rooted social sciences• Theory development + empirical research• Study existing processes + help initiate experiments• Quadruple helix: coalitions and change agents

“[we] do not aspire to identify the single ‘best’ way to transformation.Rather, we aim to probe and test, examine and compare, think andimprove, thereby fostering a more reflective attitude to world making and possible urban futures.”

20

BOOT

21

BOOT

• “Neighbourhood stores for education, research and talent development”

• Cooperation between the university college, city of Amsterdam, city districts and housing corporations

• Main objectives: (1) to organise educational projects in variousdeprived neighbourhoods, and (2) contribute to the city

� STUDENTS offer all kinds of advice and services + organisesocial activities + conduct research

22

BOOT

• Themes: learning, integration, participation, economy and labour, urban renewal � e.g. solve legal problems of citizens, organisehomework assistance (primary school pupils), help with health issues,…

• Supervision by professors and professionals from other urbanactors (who formulate calls and challenges � ‘Urban Practice’)

• 4 stores; 500 students every year (each 5 or 10 months, so ECTS is high); services for 1000 citizens and for 100 organisations

23

OTHER EXAMPLES?

24

SOME PRACTICAL MATTERS

25

WHERE TO MEET?

Tuesday: Blåsenhus, von Kraemers Allé 1A Morning: Room 12:020 Afternoon: Room 12:130 (and 12:135)

Wednesday morning: Kollaboratoriet Uppsala, Östra Ågatan 19 Wednesday afternoon: Blåsenhus, von Kraemers Allé 1A, room

12:228 (and 12:233) Thursday: Blåsenhus, von Kraemers Allé 1A, room 12:130 (and

12:135)

26

LUNCHES AND DINNERS

Lunches: restaurant Blåsenhus (vouchers) Dinner on Tuesday: boat tour with Sjösala

Dinner on Wednesday: together with U4-network: Teaterbaren Uppsala, Kungsgatan 53

27

Katrien Van Poeck

CENTRE FOR SUSTAINABLE DEVELOPMENT INTERNATIONAL THEMATIC NETWORK

E katrien.vanpoeck@ugent.beT +32 9 264 82 07M +32 475 59 05 54

www.ugent.bewww.cdo.ugent.be