Abstract:

In the context of studying how to produce sustainable and resilient cities by strengthening the “sense of belonging” and searching how the future architect can be trained to think and design in a participatory framework, a pedagogical approach that promotes co-creation and co-governance is proposed. This approach focuses on the participatory method of Urban Living Labs (ULLs) as a basis to form the structure of the main educational model in architectural pedagogy: the design studio. This paper reflects on the development of a housing design studio model at the Department of Architecture, University of Cyprus, adopting the ULLs’ approach through participatory action research methodology (par) and aiming to form a meeting point of architectural research and education.

PAR methodology is implemented in this studio, due to its participatory nature and context, its reflective framework and circular process of improvement and revision that gives the opportunity for links and bridges between research findings and education in practice. It is a participatory process by definition (Walter, 2009) that enables all those involved (researchers or not) to participate in the production of knowledge. The process is circular rather than linear and includes phases similar to ULLs’ design, implementation and evaluation phases (Menny, Palgan & McCormick, 2018) through various repetitive cycles of design, action, observation and review that connect theory with practice, encouraging reflection and change (Walter, 2009). Firstly, the problem or issue to be solved or developed is being identified, then an action plan is being developed and implemented and then both the plan itself and the results it brings are being evaluated. The evaluation leads to the revision and improvement of the action plan and to its re-implementation and evaluation. This process is being repeated until the desired result or solution (Walter, 2009).

More specifically, the proposed design studio model underpinned by co-creation principles and ULLs’ framework links academic research and teaching by transferring knowledge from research to pedagogy and vice versa in its circular process.

Every circle consists of four phases:
1. the design of the co-creation framework phase that includes introduction, site analysis, identification of stakeholders and development of the participation toolkit
2. the implementation of the co-creation framework phase when issues or needs are identified, possible solutions are developed and the optimal solution is implemented and evaluated
3. the assessing the impact of the co-creation framework phase when the impact of the process is being assessed both for the students (knowledge, attitudes, beliefs about the participatory process) and for the design result itself
4. the reflection and recommendations phase which includes any improvements for the participatory framework itself as well as for the process of its design, implementation and evaluation (Franta, Dangschat & Haufe, 2018; «GUIDELINES FOR PUBLIC PARTICIPATION IN SPATIAL PLANNING», 2014; Ravetz, Evans & Astbury, 2018; Reid & Sietchiping, 2015)

All phases aim to involve a quadrable helix, including students, educators, researchers and external stakeholders at various levels (information, consultation, co-decision) fostering links and knowledge exchange between pedagogy and research.

Keywords:

Co-creation, co-governance, design studio, ULLs, pedagogy, PAR research.