I did not post my Second Implementation Plan, even though I started implementing it from week three: So here it is:
Challenge 2 Implementation Planning Document
Fernando Mora Mora – CUAAD
Title of your challenge implementation
Student comprehensive presentations of different urban design regulations and codes, with comparative examples of their correct and incorrect applications for architects using digital tools.
Name of the course that you are using the challenge in
Normas de Diseño Urbano II (Urban Design Codes II) which is the second part course for students from semester 4 to 8 of architecture.
What is the new instructional approach that you are taking?
Students individually or in teams are to make comprehensive research of international, national and state regulations and codes for urban design such as sustainability, accessibility, urban plans and programs, as well as different types of zoning areas in cities, and present their findings through digital and creative media.
What did this new approach replace or change?
The different and numerous types of regulations and codes used for urban design, in the international, national and state levels, require creative approaches for their research, presentation and explanation by professor and/or students. This is the reason why some of the topics may be explained by the teacher with the previous reading of documents by students, others by using other technics such as discussion in groups and liberating structures. The best results I’ve had in the past have been the research made by students that include their presentation and explanations, but lately they were getting dull and repetitive.
In this course, instead of asking for a synthetized handwritten report of documents before a class, they may do it with other tools such as videos, power point with memes and gifs, or any other creative means that shows that the document was read and understood. In other cases, documents may be read and discussed in class in small groups, then discussed in general.
As to the comprehensive research and presentation, that always needs the revision and acceptance by the teacher, instead of a flat presentation in power point, now they must use other digital tools such as videos, gifs and memes, as well as comparative images and photographs. All of the research and presentations must be shared with the whole group, so that all students must deliver their opinions of each research for the final grade.
With the use of digital tools (free stuff, browsing through Internet, google earth, google maps, Pinterest, GIFs and videos, to name a few), students may find interesting material that may enrich their research and their presentation.
Why do you want to implement it?
Codes and regulations for urban design for architects are not only for state or national levels, but many should be used worldwide. Their revision and modifications are also happening much faster. So now we have more of these documents, and they should be used in a stricter context. In this sense, students think that they might work as a straitjacket with their architectural and urban design projects. By using more creative digital tools in their research, and later in their presentations to their peers with many examples, they find out, first the reasons for the need of stricter codes, and secondly, that they need to be creative in their projects to comply with the regulations without any loss in their ideas and creativity.
How will you implement it? Describe what you need to prepare.
As an instructor, I will need to create and prepare:
• According to the program, distribute the different urban design codes and regulations among teams organized by students.
• Prepare a document as well as a short presentation that may help explain to the group the general objectives of the research and how they may be presented using any kind of material that would help explain and understand these documents, and also to present comparative examples.
• Make a chronogram to revise the progress of each team and their final presentation. Each team should have at least two sessions with the professor to assess the content and presentation, without limiting them with the use of digital tools, apps and creativity.
• Establish mechanisms for the presentation of the results for each team to the entire classroom that may permit a group discussion that enables a better understanding, contemplating the time required for this activity.
• Prepare the final session for their feedback through a liberating structure exercise.
When in your course timeline will you implement it?
It starts from week 1 with the distribution of the urban design codes and regulations. The revision of the work of teams would begin on week 2, and presentations beginning on week 5 and finishing before the final session that would be used for the liberating structure exercise.
Implementation steps - if somebody else was to implement the challenge with their class, what are the steps they would need to follow? What are the things that the instructor and students need to do?
1. Elaborate guide and chronogram at the beginning of the course with basic duties and activities by students and teacher for the semester.
2. Establish the specific program for the activities of each session contemplated in the plan.
3. Prepare each basic presentation and the activities that are to be developed in each session.
4. Establish the mechanisms for the presentations of the activities by session
5. Open space or decide the media to share the assignments – as of today we have opened a Dropbox carpet, but other options may be established
Introduction to the activity
1. In class, explain the objectives sought with these exercises and the virtues of using digital tools and information in the media on hand to explain and clarify design condes and regulations, and obtain comparative information of its positive and negative applications.
2. Delivery of the course guide plan and timetable with the general explanation, with questions and answers.
3. Explain how the reports of documents that must be read before some of the classes, may be delivered using digital tools such as memes, gif, videos or cartoons.
4. Explain how the exercises and assignments should be developed, how they may be shared.
5. Explain how the final work should be delivered, the synthesis and opinions of each of the urban design codes and regulations that were researched and presented by classmates, using gifs, videos, memes, cartoons or any other creative media.
6. Explanation of how each of the exercises will be evaluated as well as the final work; both by the teacher and by their peers.
7. The timetable will be established for the execution of the exercises and part of the final work that demonstrates its implementation.
8. For all of the above, sessions will include explanation, demonstration, examples, discussions, questions and answers.
Monitoring the activity
1. Work will be done in class with the supervision of the teacher, and peer group observations made will be implemented by each team.
2. Research work and presentation must be accepted by teacher before its presentation, making sure that objectives are met.
3. Students must upload their work in dropbox or facebook that may be seen by all students, but other options will be established for sharing openly to be enriched (Google drive, twitter, etc.)
4. Links will be established to share inside and outside the group.
Completing the activity
1. Work done by students will be organized in one or more files according to what is stated in the course program.
2. Some urban design codes and regulations documents may be submitted and shown through gifs, videos or other tools, so that they may be presented to students from other groups or semesters for being more explicit than the existing ones, whether in the media or from previous years.
3. The research and presentation of urban design codes and regulations will be shared for all so that the final synthesis and opinions may be elaborated by classmates.
4. After all programmed sessions are over, and the works have been delivered, a last activity of liberating structures for feedback by student and professor will take place to conclude the semester and the challenges for this group.
Evaluation of the activities
1. A rubric will be elaborated for sessions and reports, another for research and its presentation, and a third for the final synthesis and opinions to evaluate the comparative and demonstrative development of the exercises.
2. All three must assess the specific skills of each exercise, and finally support the demonstration of the final competition identified in the course program.
How does your challenge implementation align with the rest of your course?
The course outlines the urban design codes and regulations to be applied professionally in the local, national and international scales, and that students should know, understand, comprehend and apply in school design exercises as well in the future as architects. These urban design codes and regulations are basic to what is stated in the course program, as well for subsequent semester courses, therefore, these exercises are directly relevant to the whole course, and for their application in urban and architectural design courses of subsequent semesters.
How will you evaluate the effectiveness of the learning? What formative evaluation approach will you take?
These activities are part of the continuous evaluation of the course, which will take into account the participation and degree of involvement of each student in their teams and class group.
To this end, several steps for the activities shall be established:
1. The first step is the distribution of Codes and Regulations among the students in teams or individually, for research and presentations of their findings to the class that will require three or more revisions by the professor.
a. Part of the evaluation will consider the revision of research according to the chronogram established at the beginning of the semester
2. Another stage is to carry out the activities in each class, according to a stablished program of these activities, in which the teacher makes a general explanation of some of the urban design codes and regulations that require the reading and synthesis by students beforehand for a class discussion, with question and answers by the group.
a. In this stage, an evaluation of the synthesis of the documents will be considered, that include the use of digital information and tools.
3. The third stage is the use of digital and technological tools that enable them to explain the urban design codes and regulations investigated by each team or individually, in the simplest way possible, and clearly enough so that all the other classmates may discuss and understand collaboratively.
a. For this activity, the use of tools such as gifs, videos or any other showing the corresponding codes will be evaluated.
b. The degree of comprehension and demonstration by each participant will also be evaluated.
4. The fourth and last stage will be the demonstration of the urban design codes and regulations seen in the course through the presentations of teams will consist of a final presentation made each student to briefly explain the codes and regulations presented by the teams as well as their opinion on the importance of their implementation in other classes and professionally.
a. This final presentation must include digital tools such as gifs, videos, memes, or others, to simplify and clarify their concepts.
b. The final work and the clarity of the demonstration of codes through selected tools will be evaluated.
c. The evaluation will be made through a rubric made by teacher.
5. In all these exercises, the effectiveness of the learning will be evaluated with the implementation of the challenges of the diploma.
In each of these stages it will be important the constructive feedback in teams and group, but also the self-assessment so that each student, especially at the end of the process, may understand and be able to apply the urban design codes and regulations in any professional project or learning exercise in the future.
How will you capture student feedback on their perception of the effectiveness of the implementation and share this feedback to the Agora?
The results of some of the work done by students in each stage will be shared by different means in Agora and reported to Dilo.
With regard to feedback from students, we will hold a technique of liberating structures so that students may describe openly their experiences and opinions regarding this type of teaching – learning process, with its results to be collected through a document or any other resource that is chosen by the group. It will be shared on Dilo later on for opinions and comments included in my final report.