A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Embedding Higher Education into a Real-World Lab: A Process-Oriented Analysis of Six Transdisciplinary Project Courses
Since the early days of the emerging research format of Real-world Labs (RwLs), higher education plays a vital role in them. Examples have been presented on teaching activities in RwLs, but the reasons for and evidence of their inclusion stays limited. To start a systematic discussion on the embedding of higher education in RwLs, this paper presents the case of six Transdisciplinary Project Courses carried out in the RwL “District Future—Urban Lab” in Karlsruhe/Germany. The paper presents the discourses on the role of learning in RwLs and compares it to those on Transition Labs and Urban Living Labs. To offer a new approach to address this aspect, the paper introduces a social practice perspective to map out the interrelations between an RwL and higher education therein. The detailed analysis of the processes is used to identify the potential of the RwL to support learning. It shows that all dimensions of social practice can be identified in the interplay between Real-world Lab and Transdisciplinary Project Courses, even though to a very different degree and in different phases. The text closes with lessons learned for teaching project courses in RwLs and similar labs.
Embedding Higher Education into a Real-World Lab: A Process-Oriented Analysis of Six Transdisciplinary Project Courses
Since the early days of the emerging research format of Real-world Labs (RwLs), higher education plays a vital role in them. Examples have been presented on teaching activities in RwLs, but the reasons for and evidence of their inclusion stays limited. To start a systematic discussion on the embedding of higher education in RwLs, this paper presents the case of six Transdisciplinary Project Courses carried out in the RwL “District Future—Urban Lab” in Karlsruhe/Germany. The paper presents the discourses on the role of learning in RwLs and compares it to those on Transition Labs and Urban Living Labs. To offer a new approach to address this aspect, the paper introduces a social practice perspective to map out the interrelations between an RwL and higher education therein. The detailed analysis of the processes is used to identify the potential of the RwL to support learning. It shows that all dimensions of social practice can be identified in the interplay between Real-world Lab and Transdisciplinary Project Courses, even though to a very different degree and in different phases. The text closes with lessons learned for teaching project courses in RwLs and similar labs.
Embedding Higher Education into a Real-World Lab: A Process-Oriented Analysis of Six Transdisciplinary Project Courses
Richard Beecroft (author)
2018
Article (Journal)
Electronic Resource
Unknown
higher education for sustainable development , real-world labs , transition labs , living labs , transformative learning , social learning , transdisciplinarity , learning environment , social practice , Environmental effects of industries and plants , TD194-195 , Renewable energy sources , TJ807-830 , Environmental sciences , GE1-350
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