0x010088F6312065A70A44B630A6848498EAD80093CFEAFE161DC94D83C7C5C9A5A748B8

The course is conducted as a flipped classroom course, affording students the flexibility to learn at a pace of their convenience. The course ran in its current format in the third year. Students appreciated the various intermediary group workshops, discussions in class, peer review process and role play. A lot of attention was paid to interaction among the students which the students appreciated and helped them navigate challenges on the field with regard to engaging local communities and stakeholders.

Students gained a good understanding of various qualitative participatory methods that they employed during their fieldwork in Trondheim. Attention was paid towards employing a repertoire of methods on the field such as needs assessment, vulnerability assessment, focus groups, transect walks, semi structured interviews, participatory budgeting, and visual methods among others. Learning outcomes were achieved through a combination of presentations from various guest lecturers, presentations from students followed by peer review, role play exercises, mini workshops, and discussions. These were well appreciated by the students.

The course is an obligatory course that is part of the package along with the project course and theories course in the first semester in the urban ecological planning course, and serves as a vital component of students' learning regarding participatory planning.

NTNU:TIA:REST

Institutt for arkitektur og planlegging

Department of Architecture and Planning

Engelsk

Metoder for medvirkning i planlegging, co-design og lokalisering av SDGene

Byforming og planlegging

By- og regionplanlegging

Arkitektur

Planfag

Arkitektur - masterstudium (5-årig)

Arkitektur - masterstudium (2-årig)

Urban Ecological Planning (Master's Programme)

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(24072)/FieldValuesAsText

The course has had a positive evaluation from the students in Autumn 2022. Students appreciated the flexibility afforded by the flipped classroom methodology and that they could access the course materials and presentations even while they were on the field. This was a bit of a difference from last year's feedback since some students then preferred a conventional classroom session. This year, more efforts were taken to explain the format of the course and the possible differences in expectations which could have contributed to a more positive outlook. Students also enjoyed the simulation of various participatory methods in class, however also noted that most methods also work differently in a real-life setting so they could have used more support with methods while on the field.

Overall, the batch of students in Autumn 2023 seem to have grasped the essence and need of participatory methods in a more just planning approach. Most student groups used a variety of participatory and qualitative methods on the field during their interaction with the stakeholders and communities. This was evident also in their reflections as well as their project reports.

Currently, 6 3-hour classroom sessions are offered formally for the methods course.It might be useful to increase this to 7 sessions so that students can use the extra session for clarifying aspects of the methods that they are keen to use but are not fully familiar with and to have additional peer knowledge exchange regarding the methods that seem to be most fruitful while on the field.

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(18589)/FieldValuesAsText

This course was a pilot course in the autumn semester in 2021. It was conceptualised based on the flip classroom methodology wherein the lectures are pre-recorded on an online format. The students are expected to follow the online lectures and read the academic material prior to the classroom sessions. The classroom sessions are used to addressing concepts and methods that are complementary to the modules as well as presentation of exercises by student groups and workshop sessions on methods that were used by students in the project course. The response to the format was mixed, some students appreciated the digital format and having the flexibility to learn at their own pace. Other students mentioned that this meant that not all students attend the course work before coming to the class and the course tends to get de- prioritized when other deadlines are urgent.  Future iterations of the course mayrequire some refinements regarding addressing some of the online lectures inclass to ensure that all students have understood what each module entails. Thenumber of small, ungraded yet time consuming exercises also added pressure tothe students. In the subsequent sessions, these will be reduced and the coursewill be wrapped up well in advance to ensure that students have time to work ontheir individual essays.

As mentioned earlier, the flipped classroom was tried out for the first time in this course. This has had mixed responses from the students. The general idea from the program leadership is to continue this format for the coming few years with incremental changes made each year. Particularly, during COVID times, having a flexible, digital format wherein students had access to the material proved helpful. Certain lectures (duration for example) may have to be tweaked as they were found to be too long. In general, students expressed satisfaction at being able to test the methods while in class and later having the opportunity to test it in the case study areas during the fieldwork for their project course. In the coming years, when the fieldwork will be resumed in contexts outside of Norway after two years. It will also be a point of learning for the teaching staff regarding the use of the format to teach in contexts with insufficient internet access for example. Overall, the format and structure of the course was novel, but may need some refinements to sharpen the content and presentation.

This methods course is considered complementary to the project course for the first year urban ecological planning students. The course also functions as a base for the next semesters as well as the thesis semester wherein the students are likely to use some of the methods for their fieldwork. Having an online format to which they have continued access until they finish their course might be valuable as most methods are complex and students may benefit from revisiting the online lectures in the subsequent semesters. The use of ungraded yet mandatory group exercises was found useful, however students also expressed that the increasing number of ungraded assignments meant that there was lesser time for the graded assignments. In the following semesters, the number of ungraded exercises have been reduced and the plan is also to wrap up the course early on to accord sufficient time for the students to focus on their individual essays. Some students also expressed a need for support for academic writing. This has been addressed through an academic writing workshop in the spring semester.

Fem øvinger må leveres og godkjennes

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(13030)/FieldValuesAsText

The year the course was held digitally. In a normal year students are introduced to methods for fieldwork, on the field, which they implement during groupwork on mandatory fieldwork under the UEP programme. Even though this year they could not physically go to field together, they implemented these methods in individual case areas in their home countries. The outcomes were satisfactory and the best they can do given the current circumstances. Quality of learning has been maintained given that students handed in weekly reflections as obligatory assignments, which helped them absorb the content better.

1.   The learning outcome had been modified and adopted according to switch to digital teaching this year. Students now not only know the ‘traditional’ methodological approaches to researching urban environments but also digitally adapted methods more suited to limited/remote interaction with the community they are working with.2.   Students were given consistent feedback on their reflections through Blackboard’s grade center. They were told what were good learnings in their reflections and were nudged towards thinking and reflecting better if a better job could have been done.3.   The course is in sync with AAR4525 and AAR5210. These three courses are a ‘fieldwork package’ course conducted by the UEP programme to facilitate comprehensive learning. Students were able to connect this course to others and also mention this int heir reference group report.

1.   Reflections proved a useful tool in order to enhance students’ learning. They have consistently proven to be effective and were particularly good for remote learning.(Students’ reference group report confirms that)2.   Students’ found it difficult to follow the content in the beginning they mainly attributed it to remote learning due to COVID times. Their understanding and learning became better with each assignment that they submitted3.   The physical learning environment was their own home this year and teaching was remote. For this reason a good and bad learning environment could be taken directly proportional to a good or bad internet connection. For this reason all the lectures were recorded so that they can watch it at their own pace when their internet and time allows, which was appreciated by them. Students were given constant feedback on their learnings and even individual supervision if they struggled to achieved the learning outcomes of the course. Teaching staff was always reachable through emails and on Teams.

The learning outcomes are made clear to students right in the beginning of the semester through course and assignment description uploaded on blackboard. Students were assessed on exactly those points that were mentioned int the assignment. If they covered more than 50 percent of the what was mentioned in the outcomes, they were given a pass (all of them were able to do it). One student was not able to submit the exam on time but his obligatory assignments have been accepted as satisfactory and in his retake he will only have to submit the final reflection.

Metoder og refleksjoner 

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(6884)/FieldValuesAsText

Metoder for medvirkning i planlegging, co-design og lokalisering av SDGene - AAR4820