Educating collaborative planners: the learning potential of multi-actor regional learning environments for planning education

Research output: Contribution to conferencePaperAcademic

Abstract

Recent changes in planning context, object, subject and approaches characterised by the key words wickedness, collaborative processes and boundary crossing, require a reconsideration of competencies needed for professional planners and evidence for the effectiveness of learning environments in which student planners can practice these competencies. This study explores if five “regional learning environments” (RLEs) contribute to students competence development and if working in multidisciplinary groups and with multiple external actors has an added value for this learning. Results show a differing pattern of competence development across RLEs. Multidisciplinary RLEs more strongly foster students’ competence development. Quantitative data show less effect of multi-actor collaboration while qualitative data show a wide range of potential learning outcomes typically related to multidisciplinary group work or multi-actor collaboration. It is concluded that the learning potential of RLEs is not optimally utilised yet and that process coaching is an important precondition for increasing students’ learning.
Original languageEnglish
Publication statusPublished - 2013
EventLandscape and Imagination Conference, Paris, France -
Duration: 2 May 20134 May 2013

Conference

ConferenceLandscape and Imagination Conference, Paris, France
Period2/05/134/05/13

Fingerprint

learning environment
planning
learning
education
student
coaching
group work
value added
regional development
evidence
Group

Cite this

@conference{dc6ab2c9c2674a7cacf605db58ad109a,
title = "Educating collaborative planners: the learning potential of multi-actor regional learning environments for planning education",
abstract = "Recent changes in planning context, object, subject and approaches characterised by the key words wickedness, collaborative processes and boundary crossing, require a reconsideration of competencies needed for professional planners and evidence for the effectiveness of learning environments in which student planners can practice these competencies. This study explores if five “regional learning environments” (RLEs) contribute to students competence development and if working in multidisciplinary groups and with multiple external actors has an added value for this learning. Results show a differing pattern of competence development across RLEs. Multidisciplinary RLEs more strongly foster students’ competence development. Quantitative data show less effect of multi-actor collaboration while qualitative data show a wide range of potential learning outcomes typically related to multidisciplinary group work or multi-actor collaboration. It is concluded that the learning potential of RLEs is not optimally utilised yet and that process coaching is an important precondition for increasing students’ learning.",
author = "C. Oonk and J.T.M. Gulikers and M. Mulder",
year = "2013",
language = "English",
note = "Landscape and Imagination Conference, Paris, France ; Conference date: 02-05-2013 Through 04-05-2013",

}

Educating collaborative planners: the learning potential of multi-actor regional learning environments for planning education. / Oonk, C.; Gulikers, J.T.M.; Mulder, M.

2013. Paper presented at Landscape and Imagination Conference, Paris, France, .

Research output: Contribution to conferencePaperAcademic

TY - CONF

T1 - Educating collaborative planners: the learning potential of multi-actor regional learning environments for planning education

AU - Oonk, C.

AU - Gulikers, J.T.M.

AU - Mulder, M.

PY - 2013

Y1 - 2013

N2 - Recent changes in planning context, object, subject and approaches characterised by the key words wickedness, collaborative processes and boundary crossing, require a reconsideration of competencies needed for professional planners and evidence for the effectiveness of learning environments in which student planners can practice these competencies. This study explores if five “regional learning environments” (RLEs) contribute to students competence development and if working in multidisciplinary groups and with multiple external actors has an added value for this learning. Results show a differing pattern of competence development across RLEs. Multidisciplinary RLEs more strongly foster students’ competence development. Quantitative data show less effect of multi-actor collaboration while qualitative data show a wide range of potential learning outcomes typically related to multidisciplinary group work or multi-actor collaboration. It is concluded that the learning potential of RLEs is not optimally utilised yet and that process coaching is an important precondition for increasing students’ learning.

AB - Recent changes in planning context, object, subject and approaches characterised by the key words wickedness, collaborative processes and boundary crossing, require a reconsideration of competencies needed for professional planners and evidence for the effectiveness of learning environments in which student planners can practice these competencies. This study explores if five “regional learning environments” (RLEs) contribute to students competence development and if working in multidisciplinary groups and with multiple external actors has an added value for this learning. Results show a differing pattern of competence development across RLEs. Multidisciplinary RLEs more strongly foster students’ competence development. Quantitative data show less effect of multi-actor collaboration while qualitative data show a wide range of potential learning outcomes typically related to multidisciplinary group work or multi-actor collaboration. It is concluded that the learning potential of RLEs is not optimally utilised yet and that process coaching is an important precondition for increasing students’ learning.

M3 - Paper

ER -