bfh elop virtualkickoff sept14 def
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elop* environment-‐focused learning and opera5ve pla6orm
elop*7 - Alpine Mutations Virtual Kick Off – 18th September 2014
elop* alliance Bern University of Applied Sciences CH | Lead
HEPIA, Geneva, CH | Organization Bangor University, UK
Bauhaus University Weimar. DE Cologne University of Applied Sciences, DE
ITESM Quéretaro, MX Politecnico di Milano, IT Stanford University, US
1
1880 Massstab 1: 50,000
Bundesamt für Landestopografie swisstopo
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Haftung: Obwohl die Bundesbehörden mit aller Sorgfalt auf die Richtigkeit der veröffentlichten Informationen achten, kann hinsichtlich der inhaltlichen Richtigkeit, Genauigkeit, Aktualität, Zuverlässigkeit und Vollständigkeit dieser Informationenkeine Gewährleistung übernommen werden.Copyright, Bundesbehörden der Schweizerischen Eidgenossenschaft, 2007. http://www.disclaimer.admin.ch
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elop* environment-‐focused learning and opera5ve pla6orm
elop*7 Alpine Mutations – Focus Finhaut
1. Welcome by elop* 04:00 – 04:15 pm CEST
2. About elop* 04:15 – 04:30 pm
3. Presentation by Students 04:30 – 05:15 pm
*Break
4. Short introduction into topic 05:30 – 05:50 pm
5. Semester Structure 05:50 – 06:00 pm
6. Task Phase A 06:00 – 06:20 pm
7. General Information / Questions 06:20 – 06:30 pm
2
Agenda
elop* environment-‐focused learning and opera5ve pla6orm
1. Welcome to elop*
What is elop* ?
3
elop* environment-focused learning and operative platform
An experimental learning and teaching platform for trans-disciplinary and transcultural collaboration in the field of built and social environment and based on a blended learning experience.
▶ Movie Kick Off Week elop*6 https://vimeo.com/86434037
▶ Movie Final Review elop*6 https://vimeo.com/88138599
www.ahb.bfh.ch/elop
elop* environment-‐focused learning and opera5ve pla6orm
2. About elop*
▶ elop* is an innovative learning and teaching platform that develops transdisciplinary solution-finding methods.
4
Credit Suisse Award for
Best Teaching 2013
Tradi5onal mul5disciplinary construc5on process
> sequen5al
Paradigm change
Trans-‐disciplinary methods towards an integrated project development
> synchronous
elop* environment-‐focused learning and opera5ve pla6orm
2. About elop*
▶ elop* promotes transcultural experiences by bringing together cultures, nationalities, and learning styles in a collaboration as equal partners with shared goals.
5
Credit Suisse Award for
Best Teaching 2013
elop* environment-‐focused learning and opera5ve pla6orm
2. About elop*
▶ elop* fosters the integration of various viewpoints and backgrounds from a multidisciplinary community of students, teachers, stakeholders and experts.
6
Credit Suisse Award for
Best Teaching 2013
elop* environment-‐focused learning and opera5ve pla6orm
2. About elop*
▶ elop* tackles complex tasks in the realm of the built and social environment addressing relevant real world problematics.
7
elop* environment-‐focused learning and opera5ve pla6orm
2. About elop*
▶ elop* offers a blended learning experience combining physical and virtual collaborative modalities.
8
Credit Suisse Award for
Best Teaching 2013
elop* environment-‐focused learning and opera5ve pla6orm
About elop*
▶ elop* is process oriented and fosters a synchronous and iterative design process as opposed to a sequential one.
9
Credit Suisse Award for
Best Teaching 2013
▶ Problem based Learning
▶ Person / Project / Problem / Process / Product
▶ Working process
▶ Design Thinking Model
▶ Communication
▶ Iceberg model
▶ Research on the project topic
▶ Disciplinary depth
elop* environment-‐focused learning and opera5ve pla6orm
2. About elop*
▶ elop* forms an international knowledge alliance sustained by a rich and diversified collective intelligence.
10
Credit Suisse Award for
Best Teaching 2013
elop* environment-‐focused learning and opera5ve pla6orm
2. About elop*
▶ elop* alumni are better prepared for future challenges in a globalised professional world thanks to the soft skills they acquire in the programme.
11
Credit Suisse Award for
Best Teaching 2013
elop* environment-‐focused learning and opera5ve pla6orm 12
3. Presentation Universities & Students
Participating Universities
▶ Bangor University (UK) | Consumer Psychology
| Media
▶ Bauhaus University Weimar (D) | Construction Engineering & Management
▶ Bern University of Applied Sciences (CH) | Joint Master of Architecture | Agronomy and Forestry
▶ Cologne University of Applied Sciences (D) | Building Services, HVACR | Resources Management
| Social Sciences
▶ Haute Ecole du Paysage, d‘Ingénierie et d‘Architecture (CH) | Landscape Architecture
▶ Politecnico di Milano (I) | Architecture
▶ Stanford University (USA) | Civil & Environmental Engineering
▶ Tecnologico de Monterrey | Querétaro (MX) | Architecture | Guadalajara (MX) | Civil Engineering
elop* environment-‐focused learning and opera5ve pla6orm 13
3. Presentation Universities & Students
Bangor University (UK) | Consumer Psychology and Media
▶ Represented by: Dr. Andrew Goodman
Prof. Dr John Parkinson
▶ Students: Shem Ap Graint Daniel Taylor Isabel Vincent
https://vimeo.com/106370193
elop* environment-‐focused learning and opera5ve pla6orm 14
3. Presentation Universities & Students
Bauhaus University Weimar (D) | Construction Engineering & Management
▶ Represented by: Prof. Dr. Hans-Joachim Bargstädt
Markus Steiner
▶ Students: Theresa Fritz Johannes Flohr Nicklas Goedicke Tobias Hesse Christian Knoth
Bauhaus-Universität Weimar, September 17th, 2014 www.uni-weimar.de
The intersection of tradition and future at the Bauhaus-Universität Weimar
Bauhaus-Universität Weimar, November 25th, 2013 www.uni-weimar.de
Experience Bauhaus
The Bauhaus plays an essential role in the history of our university, which spans more than 150 years.
In 1996 the Bauhaus sites in Weimar and Dessau were added to the list of the UNESCO World Heritage Sites. The Weimar Bauhaus sites include:
• the Main Building (former Saxon Grand Ducal School of Art, founding place of the Bauhaus)
• the small Van de Velde building (Grand Ducal Saxon School of Arts and Crafts)
• the Haus Am Horn • the Bauhaus.Atelier (former Bauhaus dining hall)
Visitors can join the student-guided Bauhaus.Walk and the Van de Velde Walk and experience the Bauhaus-Universität Weimar and its historic sites.
Bust of Henry Van De Velde Bauhaus-Universität Weimar, September 17th, 2014 www.uni-weimar.de
The Bauhaus-Universität Weimar today
Today »Bauhaus« stands for an eagerness to experiment, openness, proximity to industrial practice and internationality.
Bauhaus-Universität Weimar, September 17th, 2014 www.uni-weimar.de
Campus Map
Bauhaus-Universität Weimar, May 26th, 2014 www.uni-weimar.de
Staff and student body
The Bauhaus-Universität Weimar is comprised of four main faculties: Architecture and Urbanism, Civil Engineering, Art and Design, and Media.
The university staff and student body are comprised of:
• 4,289 students, 18 % international students
• 75 professors
• 10 junior professors
• over 200 academic and artistic employees
• approx. 160 project participants
• some 380 non-academic employees, incl. 20 professional trainees
Student life in Weimar Bauhaus-Universität Weimar, May 26th, 2014 www.uni-weimar.de
Academic programmes
Our university offers a total of 40 undergraduate, consecutive and continuing education degree programmes.
• 10 bachelor’s degree programmes
• 22 master’s degree programmes
• 3 PhD and PhD and doctoral degree programmes
• 1 Diploma programme
• 3 professional development programmes
Studies in Weimar Bauhaus-Universität Weimar, May 26th, 2014 www.uni-weimar.de
Faculty of Civil Engineering
The Faculty of Civil Engineering boasts a distinctive scientific range in the areas of research and instruction
Instruction 1,091 students – The degree programme in Civil Engineering was recently redesigned and supplemented by courses in Management [Construction Real Estate Infrastructure] as well as Infrastructure and Environmental Studies.
Research The faculty is well-known for its long tradition of research competence. Its main areas of focus are Materials Science, Constructive Civil Engineering and Structural Mechanics.
At the lecture halls Bauhaus-Universität Weimar, May 26th, 2014 www.uni-weimar.de
Management [Construction Real Estate Infrastructure]
What we do The consecutive bachelor�s and master�s degree programmes in Management, teach students to become management engineers with interdisciplinary expertise and skills which enable them to respond to the changing needs of the construction, real estate and infrastructure-based markets.
New library building Bauhaus-Universität Weimar, May 26th, 2014 www.uni-weimar.de
Theresa Fitz
Birth: 30. December 1992
Experience: • student research assistant at Institute of Polymer Materials F. A. Finger-Institute of Material Sciences, Weimar
• Internship at Consulting Engineers for Pollution Control Dr. Aust und Partner, Klettbach
• Employee in Marketing and Organisation Department Zeitungsgruppe Thüringen, Weimar
Bauhaus-Universität Weimar, September 17th, 2014 www.uni-weimar.de
Flohr, Johannes
Bachelor of Science in Civil Engineering
Birth: 29. August 1989
Experience: • IAESTE internship Oman • intern as assistant in project management DB Projektbau
GmbH
• intern as assistant of construction management Modular Medical Systems GmbH
• voluntary social year German School Malaga, Spain
Bauhaus-Universität Weimar, September 17th, 2014 www.uni-weimar.de
Materials Research and Testing Institute Weimar (MFPA)
Goedicke, Nicklas
Bachelor of Science in Environmental Engineering
Birth: 06. January 1990
Experience: • practical training at Beck-Bau, Eschwege
• student employee at BIGUS, Weimar
Bauhaus-Universität Weimar, September 17th, 2014 www.uni-weimar.de
In the video studio
Hesse, Tobias
Bachelor of Science in Management [Construction, Real Estate, Infrastructure]
Birth: 19. August 1987
Experience: • Student assistant for the Center for Institutional Development
at the Bauhaus-University Weimar
• Student employee at Energie-, Chemieanlagen & Wasserwirtschaft GmbH in Weißenfels
• Organization of the conference for student departments of civil engineering “Bauingenieur-Fachschaften-Konferenz” 2014 in Weimar
• Member of the student representative “Fachschaftsrat Bauingenieurwesen” at Bauhaus University Weimar
- Student member of the students council “Studierendenkonvent” at Bauhaus University Weimar
Bauhaus-Universität Weimar, September 17th, 2014 www.uni-weimar.de
Knoth, Christian
Bachelor of Science in Management [Construction, Real Estate, Infrastructure]
Experience: • Project Manager for the national Students Council Conference
in Civil Engineering (BauFaK) in Weimar.
• Member of the student representative “Fachschaftsrat Bauingenieurwesen” at Bauhaus University Weimar
• Head of department for mobility of the StuKo Weimar • Student assistant for the Chair of Informatics
Bauhaus-Universität Weimar, September 17th, 2014 www.uni-weimar.de
elop* environment-‐focused learning and opera5ve pla6orm 29
3. Presentation Universities & Students
Bern University of Applied Sciences (CH) | Joint Master of Architecture
▶ Represented by: Prof. Guy Lafranchi
▶ Students: Christophe Dargent Stephen Mc Gettigan David Juan Orjuela Sepulveda Pauline Rossel Matthiew Webb
https://vimeo.com/106370194 (Mattiew Stephen Pauline)
https://vimeo.com/106402555 (Juan)
http://vimeo.com/106584031 (Christophe)
elop* environment-‐focused learning and opera5ve pla6orm 34
3. Presentation Universities & Students
Cologne University of Applied Sciences (D) | Building Services, Resources
▶ Represented by: Prof. Dr. Rene Cousin
▶ Students: Nadia Catalina Combariza Diaz Marco Antonio Hidalgo Arellano Mirko Lotz-Blumberg Daniela Sanchez Martinez Federico Alberto Sanchez Santillano Georg Wimmer
Nadia Catalina Combariza Díaz
Mechanical Engineer
Colombia
Marcos Antonio Hidalgo Arellano
Industrial Engineering and Systems
México
Daniela Sánchez Martínez
Industrial Designer
México
Federico Alberto Sánchez Santillano
Mechatronics Engineer
México
Georg Wimmer
Systems mechanik for Sanitary, Heating, Climate
Student ofBuilding Technologie
Germany
elop* environment-‐focused learning and opera5ve pla6orm 41
Mirko Lotz-Blumbergelectrical engineer (B. Eng.)
currently studying renewable energy (M. Sc.) at university of applied sciences cologne
sports, walking the dog, food, travel
Mirko Lotz-Blumberg - elop7 kick off - 18.09.2014
environment protection and sustainability
elop* environment-‐focused learning and opera5ve pla6orm 42
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Mirko Lotz-Blumberg - elop7 kick off - 18.09.2014
elop* environment-‐focused learning and opera5ve pla6orm 43
3. Presentation Universities & Students
Cologne University of Applied Sciences (D) | Applied Social Sciences
▶ Represented by: Prof. Dr. Herbert Schubert
Katharina Pucher
▶ Students: Salvatore Festini Annika Hensel
elop* environment-‐focused learning and opera5ve pla6orm 44
3. Presentation Universities & Students
Haute Ecole du Paysage, d‘Ingénierie et d‘Architecture (CH) | Landscape Architecture
▶ Represented by: Prof. Nathalie Mongé
▶ Students: Baptiste Auzanneau
Nicloas Delucinge Paul-Emile Durand Nicolas Dutour Maëlle Proust Julien Rambaud Victoria Suppan
https://www.dropbox.com/s/4b5x2k0oxk3xbyi/AP%20Hepia.ppsx?dl=0
elop* environment-‐focused learning and opera5ve pla6orm 45
3. Presentation Universities & Students
Politecnico di Milano | Architecture
▶ Represented by: Prof. Fabrizio Leoni
▶ Students: Alessandro Betta Andrea Bertran Elena Maj
https://vimeo.com/106469588
elop* environment-‐focused learning and opera5ve pla6orm 46
3. Presentation Universities & Students
Stanford University (USA) | Civil & Environmental Engineering
▶ Represented by: Prof. John Barton
▶ Students: Yiwei Xu Rachel Gross
elop* environment-‐focused learning and opera5ve pla6orm 47
3. Presentation Universities & Students
Tecnologico de Monterrey | Querétaro (MX) | Architecture | Guadalajara (MX) | Civil Engineering
▶ Represented by: Prof. Rodrigo Pantoja Prof. Rodrigo Ochoa
▶ Students: Querétaro Noemi „Mimi“ Fuentes Flores Yanela Nuñez Ventura Hernán del Valle
Guadalajara Cédric Augustin Damon Humberto Yáñez
http://www.youtube.com/watch?v=daekAn5DeUQ&feature=youtu.be
elop* environment-‐focused learning and opera5ve pla6orm 48
Break
elop* environment-‐focused learning and opera5ve pla6orm
4. Intro Topic - Alpine Territories
49
• Alps / Mont-Blanc Region
• Trans boundary territory
• Industrial development since 1950
• Uneven development of the territory
• Constructions of dams, reservoir to produce hydroelectricity
• Ski revolution
• Diffuse urbanization
§ Under the sway of the cities
1
2
1. PARIS (France)2. MADRID (Espana)3. München (Deutschland)4. ROMA (Italia)5. Milano "6. Venezia "7. Wien (Österreich)8. BERN (Suisse)9. Genève "
10. Chamonix (France)11. Martigny (Suisse)
8
10
11
ARC ALPIN
3
4
5 6
7
9
Rhône
Arve
Rh
ôn
e
Lac Léman
1. Genève (Suisse)2. Lausanne "3. Sion "4. Aosta (Italia)5. Cluses (France)6. Canton du Valais
7. Chamonix (France)8. Martigny (Suisse)9. Finhaut "10. Trient "1
2
3
8
4
5
7
(6)9
10
Vallée de Chamonix (F) / Vallée de Trient (S)
VECTORWORKS EDUCATIONAL VERSION
VECTORWORKS EDUCATIONAL VERSION
1
2
1. PARIS (France)2. MADRID (Espana)3. München (Deutschland)4. ROMA (Italia)5. Milano "6. Venezia "7. Wien (Österreich)8. BERN (Suisse)9. Genève "
10. Chamonix (France)11. Martigny (Suisse)
8
10
11
ARC ALPIN
3
4
5 6
7
9
Rhône
Arve
Rh
ôn
e
Lac Léman
1. Genève (Suisse)2. Lausanne "3. Sion "4. Aosta (Italia)5. Cluses (France)6. Canton du Valais
7. Chamonix (France)8. Martigny (Suisse)9. Finhaut "10. Trient "1
2
3
8
4
5
7
(6)9
10
Vallée de Chamonix (F) / Vallée de Trient (S)
VECTORWORKS EDUCATIONAL VERSION
VECTORWORKS EDUCATIONAL VERSION
elop* environment-‐focused learning and opera5ve pla6orm 50
4. Intro Topic - Alpine Territories
50
• What about the future?
• Loss of identity
• Global warming
• Doubt about the concept of tourism
• More production of hydroelectricity
• Ecology
• Local economy
• Cold beds
On march 2012 swiss people voted in favour of limiting secondary residences in Switzerland to a maximum quota of 20% of residential zones and of the total surface of habitable space of each commune.
elop* environment-‐focused learning and opera5ve pla6orm 51 51
4. Intro Topic - Mont-Blanc Region
51
§ Two valleys § Two drainage basins
§ Birthplace of mountaineering
§ 1860 development of a main road between Chamonix and Martigny
§ Confortable place for English tourists
§ 1906 railway line
§ Since 1950 Ski resorts Chamonix / Les Marécottes
§ Construction of Emosson dam
§ Construction Nant de Drance
10 Cooperation Project Bern University of Applied Sciences | HES-SO hepia Geneva | elop*alliance
On the back of this financial windfall local councillors are trying in vain to bring the valley back to life. The renovation of tourist facilities or the gran-ting of housing subsidies are the new weapons used by councillors to attract people to this territory once more.
Panorama of Mont-Blancearly 20th Century
from French side www.massif-mont-blanc.com
Google Earth View on Mont-Blanc Region
from Swiss side (north)
Martigny (CH)
Chamonix/Mont-Blanc (F)
Finhaut (CH)Trient (CH)
elop* environment-‐focused learning and opera5ve pla6orm 52 52
4. Intro Topic - Focus Finhaut
52
§ Frist period 1860-1890 : Stop on the road to Chamonix
§ Second period 1890-1930 : mountaineering and society life
§ Third period 1930-1945: hydrotherapy and winter sports
§ Fourth period 1945-1970 : reconversions
§ Fifth period 1970-2010 :
day-trip
elop* environment-‐focused learning and opera5ve pla6orm 53 53
4. Intro Topic - Starting point – turning point
53
§ The region find itself at a crucial turning point § The old touristic model is outdated
§ Alpine life style is endangered by urbanization
§ Climate change affects fragile landscape
§ Large revenue from renewal hydroelectric power concession
elop* environment-‐focused learning and opera5ve pla6orm 54 54
4. Intro Topic - Challenges
54
Need of a global long term vision for the region
§ Challenge 1 To strengthen the identity, independence and coherence of this cross-border territory
§ Challenge 2 To consider the history of the region
§ Challenge 3 Start from the value (savoir-faire) of the inhabitants
§ Challenge 4 Do things differently
elop* environment-‐focused learning and opera5ve pla6orm 55 55 55
4. Intro-Topic - Vectors of development
55
§ A way of summarizing the main aspects of the territory
§ 5 areas of opportunities
§ Activate all 5 vectors to different degrees
§ Even introduce new vectors
CABINET OF CURIOSITY
CABINET OF CURIOSITY / SOMMAIRE
ESPACE ALPIN
ESPACE MONT-BLANC
FOCUS FINHAUT
CHALLENGE
ISSUES
URBANITY NATURE ENERGY SOCIETY INFRASTRUCTURE
“Un cabinet de curiosités était un lieu où étaient entreposés et exposés des objets collectionnés, avec un certain goût pour l’hétéroclisme et l’inédit.“
L’idée est de rassembler des informa-tions, des images, des textes, articles, travaux de thèses sur les territoires de montagne avec un focus sur Finhaut.
Les étudiants de toutes les disciplines devront consulter ces documents et s’im-merger dans ce monde alpin et dans les probématiques qui s’y posent.
blog : http://elop7.blogspot.ch/
illustrated panels : 8 boards to be printed
folders : datas to discover
URBANITY
SOCIETY
NATURE
ENERGY INFRASTRUCTURE
Pour aborder le projet, les étudiants s’appuiront dans l’ordre souhaité sur les vecteurs de développement suivants :
cabinet of curiosity
¿OPV
articles
iconography
maps
thesis
audio
podcasts
web sites
....
1. Frontispice de Musei Wormiani
Historia montrant l’intérieur du cabi-
net de curiosités de Worm. source
wikipedia
1
elop* environment-‐focused learning and opera5ve pla6orm 56 56 56 56
4. Intro Topic - Stakeholders
56
▶ Espace Mont-Blanc
Context: 4 Objectives of the transborder territory . protection of nature, . preservation of agriculture . development of an integrated tourism . Collectif transportation
Motivations : PIT integrated transborder plan . development of the territory of Mont Blanc; . Sustainable Village . walking tour of Mont Blanc (TMB) . the environmental awareness . sustainable mobility . flavors of height
Objectives: Innovation, ideas, Concepts, visions, Case study Priorities are confidential until oct. 16
elop* environment-‐focused learning and opera5ve pla6orm 57 57 57 57
4. Intro Topic – Stakeholders
57
▶ Municipality of Finhaut
Context: New phase of development Ressources available for an ambitious project
Motivations: Planification, agriculture, infrastructure, soft mobility, promotion of energy
Objectives: Define the necessary infrastructure: · To ensure the autonomy of our mountain community. · To maintain a habitat decentralized Solutions for the problem of traffic in the village
elop* environment-‐focused learning and opera5ve pla6orm 58 58 58 58
4. Intro Task - Cabinet of curiosities
58
§ A collection of information, images, texts, articles, research papers, testimonials, lectures about the Alpine territory and in particular Finhaut in the Valley of Trient
§ Alpine territory
§ Valley of Trient / Mont-Blanc area
§ Focus on Finhaut
§ Nature
§ Urbanity
§ Society
§ Infrastructure
§ Energy
elop* environment-‐focused learning and opera5ve pla6orm 59 59 59 59
4. Intro Task - Longterm perspective - initiation
59
18 Cooperation Project Bern University of Applied Sciences | HES-SO hepia Geneva | elop*alliance
3.5.2 Longterm Perspective
100 years ago someone had the visionary idea of linking Martigny and Cha-monix by train. The railway suddenly put Finhaut in the map, triggered its touristic boom and had a long lasting influence to this day.
Can we imagine today a renewed vision for the next 100 years? If so, how is this vision rooted in the local know-how, culture stakeholders’ ambitions, and on the vectors of development?
Students are asked to reflect on long-term sustainable development scena-rios for the region. Be aware that visions unfold in unpredictable ways due to unforeseeable circumstances, so they should be broad enough to allow for evolution and defined enough for people to understand and share them. How you encompass and communicate your long-term perspective in the project is a challenge that we expect to be tackled.
3.5.3 Initiation
Visions only turn into realities if actions follow ideas.
Think of your long-term perspective as the culmination of an approach. A journey of a thousand miles starts with the first step, and that first step is now; so define a first concrete intervention that will unleash the energy of the project. It can be a small but impactful action, it can be a dispersed in-tervention or even an ephemeral one, but it needs to carry within it the DNA of the vision.
Bridge the gap between that first intervention and the long-term perspective by plotting out intermediate scenarios. What can happen in 30 years time (one generation)? And in 60 years? What type of ecosystem and cultural con-text supports the evolution of the project during all this time?
Find effective ways in which the first intervention and the evolutionary time-line of the project can be developed, prototyped and communicated.
§ 100 ago someone had a visionary idea of linking Martigny to Chamonix
§ Can we imagine a renewed vision for the next 100 years?
§ Visions only turn into realities if actions follow the ideas
§ Propose a first step of development and phases of development
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4. Intro Task - Expected output
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§ Reading the territory
§ Vision
§ Intervention for „tomorrow“
§ Conceptual interventions for 2045 and 2115
§ Process report
elop* environment-‐focused learning and opera5ve pla6orm
5. Semester Structure
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Phases
Virtual Kick Off Sept. 18. 2014 by VC Task Phase A until October 2nd upload dropbox/wetransfer Physical Kick Off Oct. 04.–12. 2014 Finhaut (CH) Intermediate Review I Oct. 29. & 30. 2014 4pm - 8pm CET, by VC Intermediate Review II Dec. 2. & 3. 2014 4pm - 8pm CET, by VC Final Preparation Jan. 17. – 21. 2015 Geneva, Switzerland Final Review Jan. 22. 2015 Geneva / Finhaut (CH)
elop* environment-‐focused learning and opera5ve pla6orm
5. Task Phase A (Reader Page 21)
Transdisciplinary Hero (1)
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▶ Individual task
▶ Who is your personal transdisciplinary and transcultural hero? To whom would you associate exemplary transdisciplinary /-cultural characteristics? It can be any person, famous or not. Prepare a short presentation with an image of this person and explain why you have chosen him/her as your hero.
▶ Format of hand-in task 1: Layout on A3, printed and digital (.jpg/.pdf)
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elop* environment-‐focused learning and opera5ve pla6orm
5. Task Phase A (Reader Page 21)
2. Your mountain
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▶ Individual task
▶ Represent your personal relation to one specific mountain (territory). Choose a personal image (if possible) of your mountain with a short description. Explain your fascination and emotion as well as some of the aspects that make it unique.
▶ Format of hand in task 2: Layout on A3, printed and digital (.jpg/.pdf)
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5. Task Phase A (Reader Page 21)
3. Cabinet of Curiosities
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▶ Individual task & disciplinary group reflections
▶ Take an immersive insight in the topic by studying the content of the Cabinet of Curiosities on the blog of elop*7 http://elop7.blogspot.ch/
▶ For protected files use password elop
▶ Formulate questions that you would like to discuss with your colleagues from another institution.
elop* environment-‐focused learning and opera5ve pla6orm
5. Task Phase A (Reader Page 21)
4. Reflecting & structuring
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▶ Group task
▶ Within your disciplinary group start visually organizing the information you got through the cabinet of curiosities by creating a mind map with physical or virtual tools www.mindmup.com www.coggle.it
▶ Develop a preliminary diagnosis of the territory and a first interpretation of the information.
▶ Format of hand in task 4: Layout original, printed if digital (.jpg/.pdf)
elop* environment-‐focused learning and opera5ve pla6orm
5. Task Phase A (Reader Page 21)
5. Glossary
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▶ Task in your disciplinary group
▶ Create in your disciplinary group a glossary of 10 important terms out of your discipline that you may need in the discussion within the multidisciplinary team. For example “sustainability & sustainable development” may be interpreted in a different way by a sociologist, an engineer or an architect. This term should be defined by each disciplinary group. Other possible terms: borders, environment, atmosphere, concept, efficiency, innovation, density, safety, strategy, vision...
▶ Define each term in words and graphically (sketch or pictogram) and representeach on a white sheet of paper that you scan.
▶ Format of hand-in task 2: Layout on A4, paper form & digital form (.jpg)
elop* environment-‐focused learning and opera5ve pla6orm
6. General Information & Questions
Travelling & Physical Kick Off
▶ Visa, Registration (Switzerland & Schengen)
▶ Arrival at Geneva on October 4th 2014 > Youth Hostel (reader page 58)
▶ Transfer from Geneva to Finhaut by Coach (bus) > MEETING Sunday early morning 7:30 am departure from YH! Swiss residents can travel to Martigny on Sunday morning! > MEETING Sunday in Martigny 10:00 am
▶ Emergency number +41 79 382 66 27 (24h) (only between 4.Oct & 12.Oct)
▶ What to bring > Information will follow by e-mail
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elop* environment-‐focused learning and opera5ve pla6orm
Thank you and see you soon in Finhaut!
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elop* alliance Bern University of Applied Sciences CH | Lead
Bangor University, UK Bauhaus University Weimar. DE
Cologne University of Applied Sciences, DE HEPIA, Geneva, CH
ITESM Quéretaro, MX Politecnico di Milano, IT Stanford University, US