pict linda wright & ian wroot planning inclusion of clients through e-training
TRANSCRIPT
PICT
Linda Wright & Ian Wroot
Planning Inclusion of Clients through e-Training
PICT : Aim
Development of innovative ICT training for communities and
professional planners to help them handle the requirements of e-governance and in particular to serve the participation process
PICT
• project framework
• curriculum
• learning materials
• future developments
…”.seeks to consolidate a European co-operation area for education and training…”
“……actively supports lifelong learning training policies conducted by Member
States. It supports innovative transnational initiatives for promoting knowledge,
aptitudes and skills necessary for integration into working life and the full
exercise of citizenship”
Leonardo da Vinci Programme
PICT: organisation
• 3 year project
• 4 countries
• 10 partners
• Belgium– Sint Lucas
Architectuur– Brabant Quartier
• Greece– University of
Thessaly– Town Council of
Igoumenitsa
• Hungary– Technical
University of Budapest
– Abalone
• England– JMU University– Knowsley MBC– Ravencourt
Co ordinator PRISMAInformation & dissemination ECTP
PICT Partners
PICT Project
Planning Inclusion of Clients through
e Training
Participation
IT & e-government
Planning
curriculum development
technology
planners citizens
curriculum issues
• joint learning• accreditation • web-based nature of materials• heterogeneous groups• real impact
identification of learning needs
• Planners questionnaires• RTPI NW Branch• ECTP• Knowsley MBC, Wirral MBC
• Citizens questionnaires• Community Events
• Focus groups• Planners: Wirral, KMBC• Citizens : Knowsley
• Local Consultative Committees
identification of learning needs
• technical skills
• participation skills
• knowledge of planning system
• participation frameworks
DESIGNAPPRAISAL
SITE REVIEW
PLANNERS
ECDLIT FOR PARTICIPATION
CADINTERNET RESEARCH
SKILLS FOR PARTICIPATIONNEGOTIATION,
CONFLICT RESOLUTION, COMMUNICATION
JOINT TEACHIN
G
JOINT TEACHIN
G
JOINT TRAINING
COMMUNITY PARTICIPATION THEORY
AND PRACTICE
SKILLS FOR PARTICIPATIONNEGOTIATION,
CONFLICT RESOLUTION, COMMUNICATION
COMMUNITY PARTICIPATION THEORY
AND PRACTICE
ECDLBASIC SKETCH PAD
CADINTERNET RESEARCH
CITIZENS
PLANNING CONTEXT
progress to date
– initial learning materials developed
– trial delivery:Knowsley, Jan – May 2005
ICT tools trial delivery
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page“I think there are two ways in which place is known and cherished, two ways which may be complementary but which are just as likely to be antipathetic. One is lived, illiterate and unconscious, the other
learned, literate and conscious. In the literary sensibility, both are likely to co-exist in a conscious and unconscious tension:”
Seamus Heaney The Sense of Place
Planning Inclusion of Clients through e-Training
• levelling the playing field
• who are the experts?
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
learned, literate and conscious
learned, literate and conscious
learned, literate and conscious
lived, illiterate and unconscious
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
• making a mark
• sketch
digital ‘planning for real’VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
“Models can be made from a wide variety of materials. They can be highly elaborate, aiming to be as realistic as possible, or simple and illustrative. The choice will depend on the purpose of the model and the resources and time available.
Models are often adaptable so that alternative proposals or options can easily be shown by moving parts around.
The construction of models is highly educational and enjoyable and is often done in groups as part of the planning and design process.”
“Models are one of the most effective tools for getting people involved in planning and design. They are particularly useful for generating interest, presenting ideas and helping people think in three dimensions.”
Virtual Reality - Learning Packages
A1 computer use introduction
A2 software introduction & overview
A3 mouse motor skills
A4 camera tools & techniques
A5 layers & shadows
A6 slideshow & movie creation
Each package should take 20 minutes to complete
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
A1 computer use introductionfamiliarisation with the hardware to be used (desktop / laptop)
overview of the operating system to be used (PC / Apple)
appropriate use of files and folders
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
A2 software introduction & overviewoverview of ‘SketchUp’ & ‘SketchUp Viewer’
interface structure
mouse and keyboard techniques
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
A3 mouse motor skillsmouse manipulation
use of buttons and drop down menus
use of game playing to improve motor skills
Tutorial Movies
using a mouse in SetchUp
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
A4 camera tools & techniquessetting view locations
orthographic and perspective views
matching standard camera setting for visual impact analysis
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
A5 layers & shadowsviewing design / development options with the use of layers
sun path and shadow studies with the use of layers
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
A6 slideshow & movie creationsetting key views as pages
slide show choreography and editing
exportation of movie files
Tutorial Movies
using pages
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
sketch model as an exploration tool
Modelling - Learning Packages
B1 image import & manipulation
B2 two dimensional shape making
B3 extrusion of simple blocks
B4 roof geometries
B5 fenestration geometries
B6 textures & materials
Each package should take 20 minutes to complete
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
Modelling - Learning Packages
B7 ground plane manipulation
B8 landscape features
B9 adding notation
B10 preformed block manipulation
B11 setting key view pages
B12 shadow study
Each package should take 20 minutes to complete
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
draw rectangle on the lawn to form the footprint of the playhouse
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
extrude the rectangle to the desired roof ‘eaves’ height
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
draw a line between the midpoint of the two end walls to form the ‘ridge’ line
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
move the ‘ridge’ line up to the desired height
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
‘offset’ the lines around the ‘gable’ end to form the outline of the window opening
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
‘offset’ the middle line and ‘trim’ the intersecting lines to form two windows
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
‘offset the window outlines to form window frames and use the ‘push/pull’ tool to recess the windows
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
insert preformed ‘component’ windows into the wall facing the main house using the ‘scale’ tool to reduce them to playhouse size
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
use the push/pull tool to give the roof a thickness
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
pull out the roof edges to form slight overhangs
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
add appropriate materials form the standard materials menu
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
look at the playhouse in the street seen using the existing set views
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
manipulate the set views to look at the playhouse from all angles
VR Contents
Modelling Contents 1
Modelling Contents 2
Next Page
Citizens training : issues
• attendance– commitments, learning units, preferences
• clarity of expectation – real impact of programme real application– capacity building
• skills development– self diagnosis, flexibility
• linear approach less appropriate– audit-plan-deliver– relationship development
future directions
• flexible delivery– web-based materials– distance learning – joint / single group delivery – cross sectoral application
• accredited packages
• certificated learning
to find out more or contribute…
www.e-pict.co.uk
ECTP web site
Project Conference: Liverpool, Thursday 13th October