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Public Space for the Extreme @ GSD-Harvard

Category: ⚐ EN+architecture+city+networkedurbanism+research+sustainability+urbanism+work in progress

Breathing Streets, courtesy of Nan Liu and Adelene Yu Ling Tan

Breathing Streets, courtesy of Nan Liu and Adelene Yu Ling Tan

During 2015 spring semester Ecosistema Urbano principals Jose Luis Vallejo and Belinda Tato taught a studio at the GSD in Harvard, focused on the design of socio-environmentally responsive public spaces for the city center of Muharraq, in Bahrain. During the semester the students worked to develop ideas and designs to improve the few remaining public spaces in the city, almost completely wiped out by the continuous transformation of the antique city fabric into a contemporary -and rather generic- one, that basically followed the “wide car street + housing block” development pattern, during the last 50 years the city has completely lost its contact with the water, substituted by a wide belt of highways and also its interstitial, small public spaces, almost completely transformed into parking lots. Always considering the climatic conditions that can be easily defined harsh and extreme, the aim of those projects was to foster the use of public space, in a city where public space is not only often abandoned and absent but also where the right to meet and gather is strongly discouraged.


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Public Space for the Extreme: Defining the Extreme

Category: ⚐ EN+architecture+city+networkedurbanism+research+sustainability+urbanism+work in progress

Manama, Bahrein. Photo: Emilio P. Doiztua

Four years ago Ecosistema Urbano held a workshop in Manama, Bahrain, to revitalize and improve the public space around the Bab al Bahrain souk, an area that is historically important for the city but that it is nowadays a mere street crossing rounded by parking lots, without any tree or shadow. The workshop was held in a remarkable temporary pavilion that for a few weeks converted a roundabout into a vivid and often crowded space, a light textile roof offered shadow and protection to the participants contributing to the success of the workshop. The workshop has been also the occasion for us to start a long term project on Bahrain, under the auspices of the UNESCO Arab Regional Center for World Heritage we started a research project mainly focused on the city of Muharraq, its antique public spaces and how could we revive and improve them. This research has been carried on during 2014 and 2015 spring semesters with the GSD-Harvard students and it emerged immediately that one of the main conditions to make use of the public space in Muharraq was the improvement of the extreme environmental conditions that, combined with a low quality design of the space, prevented and discouraged the people to go out and live the remaining public spaces.

Bab Al Bahrain Workshop 2012

Bab Al Bahrain Workshop 2012

Following this same path of research we are now working on a publication to finally release all the knowledge we have accumulated during these years of work, teaching, and research in the form of a book. Our objective is to address the problems that the designers have to face every time they are called to design a public space in an area with a particularly extreme climate (make it extremely hot, arid, tropical, etc.), we would like to provide decision makers, designers and citizens with a solid base of knowledge to help them consider new technologies and concepts to design public spaces optimized for a certain climate, responding to bio-climatic needs and site specific conditions making it more livable, comfortable and accessible.
Beginning today, we start a series of posts dedicated to the design of bio-climatic public spaces, we will periodically publish part of the content we have produced for the book exposing the problems and the good practices that we have found, our concerns, the work of our students, etc. We would like to foster a debate around these themes that might help us developing our book but also raise the awareness around the climatic comfort in public spaces which is a true challenge for architects and designers in many areas of the world.
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ecosistema urbano at #decoding | 2016 DDes Conference | GSD Harvard

Category: ⚐ EN+architecture+ecosistema urbano+events+networkedurbanism

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Next friday, Belinda Tato will participate in the Doctor design Conference 2016 lecture, #decoding practice, at the Graduate School of Design, Harvard. 

Other speakers include Benjamin H. BrattonJohn van NostrandVyjayanthi V. Rao and Antón García Abril, among others.

An extract from the conference brief: 

The conference investigates the impact of codes, concerned with mapping of environments, demarcation of legal territories, operational protocols of logistics and risk management, and codes of building and subtraction. By exposing the spatial and socio-cultural implications of micro-politics embedded in the hidden codes and protocols, we speculate about the potential agency of design practices mediating between processes of normalization, and the live, complex, and unpredictable ecologies of human habitation.

Belinda Tato will present ecosistema urbano’s latest projects in Latino America, Russia and Europe.

More info here

01

#decoding 
2016 Doctor of Design Conference
March 11th, 2016

9.30am – 5pm
Stubbins Room
Harvard Graduate School of Design
48 Quincy St., Cambridge, MA, 02138

Conference website: ​decoding.space​

 
 

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Networked Urbanism: The real learning begins when things go live | part II

Category: ⚐ EN+creativity+ecosistema urbano+networked design+networkedurbanism+publications+urban social design

This is the second part (see the first part here) of our conversation with Paul Bottino, cofounder and executive director of TECH, Technology and Entrepreneurship Center at Harvard. Here you can read the first part.

BT&JLV The learning experience includes the possibility to learn from consequences, mistakes, and successes. This methodology emphasizes the value of the process itself, in contrast to a teaching approach primarily focused on the end results. How would you value the process versus the end results? Can we introduce failure/uncertainty as part of the development of the learning process?

PB You are being charitable because we people have proven ourselves pointless predictors! And our ever-growing connectedness and complexity are going to give computer power and big data analytics a long battle before we get much better. So as far as I can see, the value is in the process, and the end results are more or less kaleidoscopic: when the twirling stops for an instant, we see a pattern, rationalize how we got there, codify explanations, and issue predictions based on the code. The twirl resumes and reminds us of our folly but we can’t give up the game and our illusion of control. My response is to emphasize good practice—valuing process over results—in the hope that more often than not good results will emerge from good practice. Part of any good practice is periodic reflection intended to prolong the period where one is open to discovering the right practice for the right situation. That reflection includes looking at how the failure and uncertainty inherent in the process affects our practice; asking how we respond to and perceive failures; and how we perform and make decisions and communicate in uncertain circumstances.

BT&JLV Think Big / Start Small are two of the ten guidelines for the course, and are also key concepts for innovation in general. Do you have any advice about how to fill the gap between the “think” phase and the “start” phase? What are the most common challenges in the transition between the design phase and the actual implementation of the project in the real world?

PB Your eighth guideline for the studio is a great start, “Act Now!” (and ask questions later and along the way). Whenever possible, it’s a good idea to transform thoughts and words into actions and to test them with people. It is the formulation of something that people can see, touch, and experience that stimulates the most useful feedback. It is much easier to close this gap with virtual designs than it is with physical, but you can shrink it with models and simulations. In the virtual cases, the transition isn’t a bright line but a continual back and forth—two steps forward, one step back—of testing with people and redesigning until you realize your test subjects have become users and you feel you’ve made a phase change to implementation. With physical designs and more complicated virtual designs, there are clearer phase distinctions and cut-over moments. The real learning begins when things go live. The greatest challenge I see designers face in these moments is handling the pressure and responding to the unforeseen requirements that are now coming from stakeholders external to the design team, whereas before they were self-imposed. These events stress the entire design organism, from the belief that what you are doing is valuable to the little details that make it work. The best teams use systems thinking and parallel processing to tend to the entire organism in order to be as ready as they can be for these moments.

BT&JLV Historically, design schools have been somewhat segregated from other disciplines, and have been considered to be niche institutions. In the last decade, design has emerged as an overarching discipline, and design methods (design thinking) are strongly influencing other fields. These methods are frequently adopted by a wide range of disciplines, from scientific to humanistic ones.
How would you explain this opening? Has the role of the designer shifted from designing a building or product to “enhancing society”?

PB Design thinking fits a classic technology innovation paradigm, which is it takes on the order of 30–years to emerge from inception to widespread adoption. Ideas spread faster now but the 30 year rule still works for big changes. Design thinking is “process know-how” that fits the broad definition of technology. I would trace its origins back to 1961 and the publication of Synectics by William J. J. Gordon2. So many factors contribute to where it is today but perhaps the two main ones are increasing complexity frustrating a purely analytical approach and the shift from an industrial economy to a knowledge economy where the emphasis moved from labor, equipment, and capital to people, engendering a natural embrace of the human-centered precept of design thinking. The designer’s role changed right along with that. With a focus on people, the essential question is not what to make or how to make it, it is why to make it; so inexorably, designers (which includes makers by many other formal names) engage the issue of why, embody it in their designs, and find themselves working at the highest level of value creation.

BT&JLV You work as an educator with students and professionals coming from various institutions, with different backgrounds, education, and expectations.
In your experience, do designers and/or students of design have special capabilities for creative problem solving?

PB All children have the basic capabilities and unfortunately it seems mainstream schooling retrains them to concentrate on solving right-answer problems with predetermined tools. Design students seem to have either never lost or have managed to reawaken the childhood ability to see things differently, dive into open-ended challenges and try to figure things out without knowing the “right” way. That and a healthy quotient of cultivated empathy and the energy to exercise it regularly is what I see setting design students apart.

BT&JLV Networked Urbanism provides students with a toolbox of 10 guidelines to use during the research process:

1.EXPLORE
2. RESEARCH
3. NETWORK
4. SHARE
5. BE OPEN
6. THINK BIG
7. START SMALL
8. ACT NOW!
9. COMMUNICATE
10. MOVE BEYOND

Which other ingredients would you add to it?

PB This is a tremendous set to which I’d add:

11. DECLARE your ignorance: embrace what you don’t know and can’t explain and cultivate it as an energy source to ward off the tendency to believe you have an answer before you do—and the tendency not to risk losing what you think you have.
12. DEFY known authorities: their dissonance is as good an indication of value as your adopter’s resonance.
13. FOCUS on the meaning of your design: value springs from metaphorical shifts.
14. NARRATE the story of your design complete with round characters, rich settings, true heroes, and real villains.

You can access the complete publication here

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Networked Urbanism: The real learning begins when things go live | part I

Category: ⚐ EN+creativity+ecosistema urbano+networked design+networkedurbanism+publications+urban social design

GSDbook_654

#networkedurbanism is a series of studios taught in the Urban Planning and Design Department at the Harvard University Graduate School of Design between 2010 and 2014.

The #networkedurbanism studio aims to bring network-design thinking to the forefront of design disciplines and strives to solve real-world problems on the ground, providing an alternative to the traditional approach of designing urban environments from a bird’s-eye view, and a single designer’s perspective. Networked Urbanism not only examines the physical dimension of the city, but also its social processes and fluxes, developing initiatives that generate spontaneous transformations and set up conditions for change.

The #networkedurbanism studio provides the framework for students to pursue their own interests, find their own means of expression, and create their own paths. They are encouraged to work with others, to create connections and to search for new problems and opportunities that underlie our society, visibly or subtly. Overall, they are expected to explore the city and design new tools to creatively improve urban life.

The following conversation with Paul Bottino is an excerpt from our publication Networked Urbanism, Design Thinking Initiatives for a Better Urban Life

Paul Bottino is cofounder and executive director of TECH, Technology and Entrepreneurship Center at Harvard.
TECH’s mission is to advance the understanding and practice of innovation and entrepreneurship through experiential education: by initiating, advancing and informing student projects. TECH helps faculty create and deliver innovation and entrepreneurship project courses, provides students with project support and sponsors and advises student groups working to build the Harvard innovation community.TECH is based on the belief that boundaries—between disciplines, people, organizations, and ideas—need to be crossed continually to create the insights that lead to innovations because socially useful and commercially viable advancements require the right mix of scientific and engineering knowledge, entrepreneurial know-how, and worldly perspective.

Belinda Tato and Jose Luis Vallejo (BT&JLV): TECH promotes experiential education, a pedagogical approach that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase their knowledge, develop their skills, clarify their values, and develop their capacity to contribute to their communities.
Networked Urbanism studio incorporates this methodology, requiring participants to leave their comfort zone in order to introduce them to realities in today’s society – outside the walls of Academia—in which designer’s skills are needed. Do you think that this non-academic, feedback-driven process should be used more often in design courses? Does it help to foster an entrepreneurial spirit among students?

Paul B. Bottino (PB): Absolutely. Though it is only non-academic in the sense of that word that means concerned solely with matters of theoretical importance. I consider it academic because it is central to learning, which is my chosen sense of the word. The kind of experiential education that my students and I practice does have practical ends as well as theoretical. But in a creative economy, where knowledge is the primary means of production, education is inextricably linked to practical ends. All of the educators and learners I know—be they at the lifelong, higher, secondary, elementary, or natural level—want to create useful knowledge for their desired ends, and those ends include everything imaginable on the spectrum of human experience. In my case, and I believe this is true of the Networked Urbanism studio, the end goal is to help build students’ innovative capacity.
In order to do that, educators and students must jointly go on an implicit knowledge exploration.

It is obvious but worth saying that knowledge about the future and the new designs that will inhabit it is not explicit, meaning you can’t enter search terms in Google and get answers, even if Google had access to every bit of knowledge available. Instead, it is a research process in which you craft a probe in the form of a design concept and take it to people to educe knowledge about it. If it is a new concept, which it must be to qualify as a potential innovation, then it is going to generate new thoughts. The designer takes those new thoughts not as answers, but rather as feedback. The endeavor of the designer is to transform concepts into value. Value is a utility function; it derives from the use of designs by some number of people. So the essential way designers create value is by engaging in a process of formulation-feedback-reformulation that transforms neurons firing into words, visuals, prototypes, and designs. In my experience, learning via this process is the only way to develop the kind of embodied knowledge that lasts and evolves. Willingly engaging in this full experience and being vulnerable to it is the essence of the entrepreneurial spirit. And, as Oliver Wendell Holmes, Jr., is quoted, “A mind that is stretched by a new experience can never go back to its old dimensions.”

BT&JLV Networked Urbanism encourages students to choose a topic at the intersection of their interests and society’s needs. They have to take the initiative and make decisions. Projects become unique and linked to their personal stories and many of them live beyond the term. This isn’t the traditional academic approach but it is a common entrepreneurial construct, and designers are increasingly expected to define both the problem and the solution. Do you think that “problem finding” skills have become a fundamental base for innovation?

PB Yes, most certainly. I would say those skills always have been essential to innovation, but it is probably more apt to call them something else because in many cases you don’t need to find the problem, it is in clear view. Consider certain diseases where the problems are well known—when a treatment or cure is discovered, invented, and developed, it is very likely immediately deemed an innovation. This is a process of innovation that occurs almost entirely by devising a new solution to an existing problem. I think it is fair to differentiate creative problem-solving, where the problem is given or known, from innovating, where it is not, yet still call creative solutions that are widely used, innovations. To this way of thinking, the full experience of innovating starts with some kind of finding—finding problems people don’t know they have or finding opportunities others don’t see. These kinds of findings emerge from change. Change causes uncertainty about the meaning of existing things and whether they are still useful and valuable. The designer interprets change, sees things differently, and creates new meaning and value. Because there is so much change, the possibilities are endless so it is essential to filter them through one’s values, interests, and capabilities to make a starting choice. This is wonderful for the educational experience because it supplies personal purpose, relevance, and intrinsic motivation to the exploration.

BT&JLV One of the crucial benefits during the Networked Urbanism studio has been the cross-pollination of students with many different backgrounds from all the programs within the GSD. Moreover, the collaboration with people outside of the studio enhanced the innovation of the projects exponentially, since students are required to build up connections with others, creating a network of advisors and professionals within the field, as well as existing and potential community members. Is interdisciplinary collaboration now a necessary ingredient for successful entrepreneurship and innovation?

PB It is probably too much to say that it is absolutely necessary in all cases because there will always be instances of people seeing things differently and innovating without too much assistance, but it feels like those are edge cases that are more and more extreme. More the norm is where the challenge is complex, and seeing and approaching things differently comes from a combination of perspectives and abilities. It is often hard for one person to see things differently. Some people are more agile than others at changing frames internally; most need collaboration and other inputs to do it. I think this is due to a combination of the way our neural pathways are formed and maintained and a lack of meta-thinking practice. That combined with increasingly specified knowledge domains and the training and concentration necessary to master those domains means collaborating with people from other areas, worldviews, and walks of life increases your chances of seeing things differently, getting the diversity of feedback you need and finding the knowledge resources you need to create value.

The second part of the conversation with Paul Bottino has been published in this post.

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Digitas Meets Humanitas: The Projects of Networked Urbanism | By Blair Kamin

Category: ⚐ EN+networkedurbanism+urban social design+urbanism

Image by Flickr user Richard Schneider

Image by Flickr user Richard Schneider

The book ‘Networked Urbanism’ included this article by Blair Kamin, the Pulitzer Prize-winning architecture critic of The Chicago Tribune, who served as a visiting critic for our “Networked Urbanism” studio.

There was no Internet in 1938 when the eminent Chicago sociologist Louis Wirth wrote his classic essay, “Urbanism as a Way of Life.” Taking note of the phenomenal growth of such industrial cities as New York and Chicago, as well as the lack of an adequate sociological definition of urban life, Wirth articulated parameters of enduring relevance.

Cities should not be defined by the quantity of their land mass or the size of their population, he wrote. Rather, they were best understood by pinpointing their distinctive qualities: “a relatively large, dense, and permanent settlement of socially heterogeneous individuals.” 1 That heterogeneity, Wirth observed, had the effect of breaking down the rigid social barriers associated with small-town and rural life. It increased both mobility and instability, causing individuals to join organized groups to secure their identity amidst the city’s ceaseless flux. “It is largely through the activities of the voluntary groups,” Wirth observed, “that the urbanite expresses and develops his personality, acquires status, and is able to carry on the round of activities that constitute his life-career.” 2

Image by Marco Rizzetto

Image by Marco Rizzetto

Implicit in his analysis was the notion that these networks would be formed through the technologies of their time: By letter, by telephone, by telegraph, by the newspaper, and, of course, by face-to-face contact. Amid today’s ongoing digital revolution, that part of Wirth’s otherwise prescient analysis seems antique.

In that sense, nothing has changed and everything has changed since the publication of “Urbanism as a Way of Life” more than 75 years ago. Half of the world’s population lives in urban areas; that share, the United Nations predicts, will rise to roughly two-thirds by 2050. As in Wirth’s time, urbanization has spawned acute problems, from China’s acrid skies to India’s vast slums. Yet while urbanites still ally themselves with groups, the means by which they do this has shifted entirely. Think of the recent spate of “Facebook revolutions.” Human communication is now overwhelmingly digital, and digital urbanism has become a pervasive part of city life, whether it takes the form of sensors embedded in highways or apps that let us know when the bus is coming.

The question is whether we are fully realizing the potential of these tools to improve the quality of the built environment and, with it, the quality of urban life. In short, can the virtual enrich the physical?

Image by Carlos León

Image by Carlos León

Madrid architects Belinda Tato and Jose Luis Vallejo, principals of the firm Ecosistema Urbano, believe in the value of this link and have set out to prove its worth through their practice and their Harvard University Graduate School of Design (GSD) studio, Networked Urbanism. The architects belong to a new generation that decries the self-referential “object buildings” enabled by digital design. Yet like Frank Lloyd Wright, who viewed the machine as an agent of progressive social and aesthetic change, they see the computer as a friend, not an enemy.

This perspective has helped them realize such socially-conscious projects as the Ecopolis Plaza in Madrid, which transformed an old industrial site into a child care and recreation center that is as visually striking as it is ecologically sensitive. Tato and Vallejo have imparted this creative approach to their students and the students have run with it, as the impressive results collected in this book show.

The first thing that distinguishes Tato and Vallejo’s pedagogy is its starting points, which are unapologetically practical and local–an anomaly within the theory-driven, globally-focused world of academic architectural culture. Instead of parachuting in to some far-flung locale, their students engage the place where they live: greater Boston. This affords the students time for repeat visits to their project sites and a deeper understanding of people and their needs than can be gleaned on a lightning-fast overseas tour. But it would be inaccurate to characterize the process and product of “Networked Urbanism” as parochial. The architects subscribe to the philosophy of “going glocal.” As they have written, “every urban project is born in a constant movement between the direct experience and specificity of the local context, and the global, shared flow of information and knowledge.”

One of the “glocal” issues American cities face is the rapid expansion of bicycles as a mode of transportation–a stark contrast to China, where members of the new middle-class abandon bikes for the status symbol of a car and, in the process, worsen traffic congestion and air pollution. But the growth of urban cycling has brought a dramatic increase in bicycle thefts. The vast majority of these thefts go unreported to police because the stolen bikes are rarely found. The victims feel powerless. Harvard student Lulu Zhizhou Li used to be one of them. She’s had her bike stolen twice, once from the racks in front of the GSD. “When I started talking to friends about it, I quickly realized that most everyone has had some sort of bike theft experience,” she said in an interview with Harvard’s Office of Sustainability.

BikeNapped by Lulu Zhizhou Li

BikeNapped by Lulu Zhizhou Li

Li’s response was to design a successful online platform, “Bikenapped!,” which maps where bike thefts occur. The Web site allows bike theft victims to avoid these trouble spots, share their stories and perhaps even prevent future thefts. The interactivity afforded by digital technology is crucial to the enterprise, as one posting from August 2013 shows. “Flexible Kryptonite lock was cut between 4:30-6:20 p.m. at the bike rack outside Fenway movie theatre,” a victim named Deborah wrote about the loss of her white Vita bike with small black fenders, a white seat and a value of $550. “Busy intersection, loads of people. No one saw anything. Cameras point at doors, not bike rack.” The theater’s owners are now on notice that they should reposition one of their cameras. More important, Li has drawn upon her individual experience to frame a collective digital response, one that was technologically impossible when Wirth penned “Urbanism as a Way of Life.”

The students in Networked Urbanism have taken on other pressing problems of our time, such as the need for recycling that helps protect the environment. But waste doesn’t happen by chance; it’s a result of bad design.

Consider what two students came up with as they analyzed the very Bostonian problem of discarded oyster shells. The students, Jenny Corlett and Kelly Murphy, devised a way to break the cycle of restaurants mindlessly throwing out used oyster shells, which, in turn, wind up in landfills. Their solution: Collect and dry the shells, then use them to help grow new oysters and rebuild oyster reefs in Boston Harbor.

Aquaplot by Jenny Corlett + Kelly Murphy

Aquaplot by Jenny Corlett + Kelly Murphy

The plan would have a disproportionate impact because oysters affect many other species in their ecosystem. They improve water quality by removing algae, plankton and pollutants from the water. And the oyster reefs provide a habitat for small species like snails and shrimp, thereby increasing a region’s biodiversity. It’s hard to argue with projected outcomes like that– or with Corlett and Murphy’s marketing skills. Before their final presentation, they served their visiting critics oysters on the half shell.

Those who believe that architecture schools solely exist to teach students how to be heroic designers might smirk at such examples. Recently, the dean of one prestigious American architecture school provocatively argued that the problem of people complaining about object buildings is that people are complaining about object buildings. Making memorable objects, this dean said, is the core of what architects and architecture are all about.

Yet such a myopic world view privileges a formalist approach to architecture at the expense of the field’s rich social promise. Architecture isn’t a large-scale version of sculpture. It shapes the world in which we live.

The genius of Networked Urbanism is that it isn’t teaching students to be geniuses. It’s teaching them to be creative problem solvers, builders of smart digital networks and thus, builders of smarter urban communities. That’s a brighter, more responsible vision of the future than the dumbed-down version of digital urbanism you see on sidewalks today–people staring at their smart phones, lost in their own private worlds. In contrast, the projects of Networked Urbanism offer a new, intelligent way to form and vitalize the social networks that Louis Wirth identified as crucial to the continued well-being of urban life. Together, these designs confer fresh relevance upon the sociologist’s ringing declaration that “metropolitan civilization is without question the best civilization that human beings have ever devised.” 3

Blair Kamin has been the Chicago Tribune’s architecture critic since 1992. A graduate of Amherst College and the Yale University School of Architecture, he has also been a fellow at the Nieman Foundation for Journalism at Harvard University. The University of Chicago Press has published two collections of Kamin’s columns: “Why Architecture Matters: Lessons from Chicago” and “Terror and Wonder: Architecture in a Tumultuous Age.” Kamin is the recipient of 35 awards, including the Pulitzer Prize for Criticism, which he received in 1999 for a body of work highlighted by a series of articles about the problems and promise of Chicago’s greatest public space, its lakefront. Another recent story is Designed in Chicago, made in China.

1. Footnote 1 Louis Wirth, “Urbanism as a Way of Life,” American Journal of Sociology 44, no. 1 (July 1938): 8.
2. Footnote 1 Ibid., 23.
3. Footnote 1 Louis Wirth, “The City (The City as a Symbol of Civilization),” The Papers of Louis Wirth, the Joseph Regenstein Library, Special Collections, University of Chicago, box: 39, folder: 6.

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Presenting the 'Networked Urbanism' Book | Available Online for Free!

Category: ⚐ EN+networked design+networkedurbanism+urban social design

Book Cover Book Cover

After several months of work here in Madrid, collaborating with our associate editors at the GSD in Boston, we are happy to announce that the Networked Urbanism book has finally been published online and is making its way through the printing process!

We have been presenting the work of the “Networked Urbanism” students in a series of posts on the blog and they have been publishing many of their ideas and the results of their efforts on networkedurbanism.com, but having the book finally printed on paper is an important milestone considering that the book also contains 4 unpublished essays and an exclusive interview. For those of you that haven’t been following our updates during these years at the GSD, here comes the short story of the book and its contents.

The book is the product of three different studios taught by Belinda Tato and Jose Luis Vallejo at the Harvard University Graduate School of Design, in Boston, during Fall Term of 2010, 2012, and 2013. The three courses shared the same approach while focusing on slightly different topics; this approach, what we call network-design thinking, is an alternative to the traditional way of designing cities from a bird’s eye view, and a single designer’s perspective.

What is Networked Urbanism?

In today’s connected world, urban design can no longer be addressed from a singular perspective, but should result from an open and collaborative network of creative professionals, technical experts, citizens, and other stakeholder, we need to explore the new role of the designer as an activator, mediator and curator of social processes in a networked reality, but above all, we must develop and test tools that allow citizens to be active participants at all stages: before, during, and after the design process.

Networked Urbanism promotes the exploration of new tools that can become the catalyst to spark creativity and multiply the possibilities of interaction and connection among individuals in the search for more healthy and sustainable communities. The studio challenges future designers to develop initiatives that reconcile existing physical conditions with the emerging needs of citizens through network-design thinking, and promotes active participation in the redefinition of the contemporary city.

The pedagogical approach: the toolbox

The Networked Urbanism studio adopts a framework of experiential education that promotes learning through direct action on the ground and reflection in a continuous feedback loop. With this approach, students actively engaged in posing questions, assuming responsibilities, being curious and creative, investigating, experimenting, and constructing meaning. They became intellectually, emotionally, and socially engaged. This involvement produced a perception that the learning process is authentic, necessary, and real, as a starting point, the Networked Urbanism toolbox provided a set of guidelines that could be applied sequentially throughout the design process:

1. EXPLORE: Choose a topic at the intersection between your personal interests and societal needs.
2. RESEARCH: Become an expert on the topic.
3. NETWORK: Create a network—from citizens to experts—and explore connections at both the official and grassroots level.
4. SHARE: Confront and experience ideas outside your own desk: feedback is a treasure.
5. BE OPEN: Start with a detailed plan but be prepared to disrupt it, responding to its natural development.
6. THINK BIG: Focus on a small-scale design that has the potential of the larger scale, and design a strategic overall vision.
7. START SMALL: Any aspect can be the starting point; the concept will grow as your project develops.
8. ACT NOW!: Prototype and implement in real life at least a small but significant part of the design.
9. COMMUNICATE: Take your initiative to a broader audience.
10. MOVE BEYOND: How can you develop your project beyond the limits of the studio?

The book contents

GIF animation of the contents of the book

The book dives deep into the exploration of these principles, first through four essays: “Digitas Meets Humanitas” written by Blair Kamin, the Pulitzer Prize-winning architecture critic of the Chicago Tribune; “A Different Design Education” by Lulu Li, a former student and creator of bikenapped.com; “Out of the Studio onto the Streets” by Scott Liang, Thomas McCourt, and Benjamin Scheerbarth, also former students and now entrepreneurs with their project Place Pixel; and “Reflection in Action” by Belinda Tato and Jose Luis Vallejo containing the famous 10 points of the Networked Urbanism Toolbox; and then with an interview on the importance of design thinking with Paul Bottino, the co-founder and executive director of TECH at Harvard.

The second part of the book contains 19 selected projects organized by their main area of intervention. Even if, obviously, they all can not be easily categorized under a single topic, the first projects are more focused on Environmental issues followed by the ones centered on Social interventions and finally by projects considering more the Digital realm, which are reconnected to the Environmental ones closing the conceptual circle of topics.

Until the printed version is released, you can read the book online and download it in digital format:

Enjoy!

If you want to explore the projects briefly, you can have a look at the list of posts with the projects organized by different thematic categories:

1- Bicycle Culture

2- Turning waste into resources

3- Active awareness

4- Better communities better places

5- Your digital opinion is importat to us

6- Physital social networks

7- Time, space, and memories

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#networkedurbanism: Time, space and memory

Category: ⚐ EN+networkedurbanism

MyPS: see below

MyPS: see below

Earlier this year we introduced to you #networkedurbanism, now that the “studio report” book is almost ready, we are publishing a series of posts showing some of the projects that the students have developed during the 2010, 2012, and 2013 studios at the GSD.

In this last #networkedurbanism post we present to you three projects held together by the common thread of time. The first one deals literally with our personal time organization, the second with the transmission of memories tied to a specific place, and the last with the the permanence of personal memories through time and beyond life. continue reading

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#networkedurbanism: ‘Physital’ Social Networks

Category: ⚐ EN+networkedurbanism

Hyper activated place of connection - Table Talk

Hyper activated place of connection – Table Talk

Earlier this year we introduced to you #networkedurbanism, now that the “studio report” book is almost ready, we are publishing a series of posts showing some of the projects that the students have developed during the 2010, 2012, and 2013 studios at the GSD.

In this sixth #networkedurbanism post we present to you two projects that apply the concepts of a social network, like the ones that we generally use—twitter, facebook—to the physical world using digital locally-targeted apps or physical objects. continue reading

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#networkedurbanism: Your Digital Opinion is Important to us

Category: ⚐ EN+networkedurbanism

Place Pixel

Earlier this year we introduced to you #networkedurbanism, now that the “studio report” book is almost ready, we are publishing a series of posts showing some of the projects that the students have developed during the 2010, 2012, and 2013 studios at the GSD.

In this fifth #networkedurbanism post we present to you two projects that share the aim to enrich the physical space with a digital layer, the connection between real and virtual worlds was one of the recurrent themes in the studio and these two projects truly create a strong link between them allowing people to express their opinion about the physical city using digital means. continue reading