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Enhancing Experiential Learning in Planning Education Through an Online Toolkit of Resources Edith Cowan University Research Online ECU Publications Post 2013 1-1-2014 Enhancing experiential learning in planning education through an online toolkit of resources Christine Slade Johanna Rosier Claudia Baldwin Andrew Harwood Eddo Coiacetto See next page for additional authors Follow this and additional works at: https://ro.ecu.edu.au/ecuworkspost2013 Part of the Educational Methods Commons, and the Instructional Media Design Commons This is an Author's Accepted Manuscript of: Slade, C., Rosier, J., Baldwin, C., Harwood, A., Coiacetto, E., Budge, T., & Perkins, T. J. (2014). Enhancing experiential learning in planning education through an online toolkit of resources. Proceedings of Australian and New Zealand Association of Planning schools. (pp. 45-52). Massey University, NZ. Massey University. Available here This Conference Proceeding is posted at Research Online. https://ro.ecu.edu.au/ecuworkspost2013/864 Authors Christine Slade, Johanna Rosier, Claudia Baldwin, Andrew Harwood, Eddo Coiacetto, Trevor Budge, and Timothy J. Perkins This conference proceeding is available at Research Online: https://ro.ecu.edu.au/ecuworkspost2013/864 2014 Planning, Politics and People Proceedings of the Australia & New Zealand Association of Planning Schools Conference Editors Muhammad Imran, Joanna Ross & Ian Luxmoore © Massey University Resource and Environmental Planning Programme Edited by Muhammad Imran, Joanna Ross & Ian Luxmoore Each paper in this proceeding has been blind peer reviewed by two academics. The organising committee would like to thank all those reviewers who spend their time to provide feedback. Citation: Imran, M. Ross, J. and Luxmoore, I, 2014 (eds) The Proceedings of the Australia and New Zealand Association of Planning Schools 2014 Conference, Massey University, New Zealand Published by: Resource & Environmental Planning, School of People, Environment and Planning, Massey University, Private Bag 11 222, Palmerston North 4442, New Zealand ISBN Pending Contents Nos. Papers Page Nos. 1 Introduction 1 2 Angela Feekery 3 Reflection, values, and learning in a New Zealand Planning Degree 3 Caryl Bosman & Aysin Dedekorkut-Howes 20 Environmental planning education and the possibilities for studio pedagogy 4 Christine Cheyne & Angela Feekery 35 Developing an online module to support students understanding of government– provided information sources 5 Christine Slade, Johanna Rosier, Claudia Baldwin, Andrew Harwood, Eddo 45 Coiacetto, Trevor Budge, Tim Perkins Enhancing experiential learning in planning education through an online toolkit of resources 6 Jeff McNeill 53 “Just like real-life!” collaborative planning, experiential learning and a class consultancy 7 Karen Vella, Natalie Osborne, Severine Mayere, Douglas Baker 68 Studio teaching in Australian planning curriculum 8 Michael Bounds & Peter Phibbs 87 Putting practice into theory: Reconciling academic discourse with experience 9 Michael Gunder 98 The role of fantasy in the evolution of planning policy formation 10 Neeti Trivedi & Shahed Khan 108 Community participation in the delivery of infrastructure: a cross-cultural examination of its impact on the capacity building of local communities 11 Pip Wallace 125 Fragmented landscapes: the challenge of conservation planning in a fragmented legal landscape 12 Tooran Alizadeh & Samantha Colbran 137 Introduction and evaluation of an online assessment to enhance first year Urban and Environmental Planning students’ time-on-task 13 Caroline Miller 150 Planning Heroes & Heroines? Does New Zealand Planning have any? 14 Hamish G. Rennie & Jerry Weitz 151 Balancing the requirements of professional planning programme accreditation and academia: A comparison between the USA and New Zealand 15 Libby Portera & Janice Barryb 152 Bounded recognition: urban planning and the textual mediation of Indigenous rights in Canada and Australia 16 Trevor Budge 153 University City Partnerships – an effective method for experiential learning? 17 Conference programme 154 Introduction Welcome to the proceedings of the Australia and New Zealand Association of Planning Schools (ANZAPS) Annual conference. In October 2014, the conference was hosted by the Resource and Environmental Planning Programme at Massey University in Palmerston North, New Zealand. This is the second time the planning programme at Massey University has hosted the ANZAPS conference. In 2014, the Planning Programme also celebrates the 35th anniversary. The theme for the 2014 ANZAPS conference, "Planning, Politics and People", is deliberately broad in order to reflect the strengths of the School of People, Environment and Planning as highlighted by recent successes in PBRF across a broad range of subjects, including Planning. The proceedings includes eleven papers that went through blind peer review and revision as per academic traditions. The editors thank all reviewers for their time and constructive feedback on submitted papers. All abstracts were also reviewed by the editors before acceptance for presentations and inclusion in the proceedings. The papers in the proceedings mainly cover themes related to planning education such as studio and online teaching and the role of planning practice into teaching. However, there are a number of papers that focus on broader planning research themes such as community participation, indigenous planning, and landscape and conservation planning. The presentations and key note speeches clearly highlighted the changing direction of planning teaching and research practices in Australian and NZ universities. The focus is on experimental learning and online teaching, the revival of studio teaching, and challenging assessment methods related to this teaching environment. The issues raised are fundamental to planning education worldwide. ANZAPS always provides a forum for an informal and open discussion related to a range of topics the proceedings has highlighted. We hope this spirit will sustain in throughout the conference and participants will identify questions and ensure positive engagement that would lead to global debate on making planning education exciting. Editors Muhammad Imran, Joanna Ross and Ian Luxmoore 1 2 Reflection, Values, and Learning in a New Zealand Planning Degree Angela Feekery Massey University, New Zealand Email: [email protected] Abstract: Part of becoming a successful Regional Planner involves learning to reflect on actions as an aspect of decision-making and professional practice. For any Planning programme, therefore, learning to be reflective is both an essential aspect of the curriculum and central to learning in terms of developing professional skills, supporting learning and improving communication in the discipline. However, creating space for sustained, purposeful reflection remains a challenging concept to apply in practice (Ash & Clayton, 2004; Hedberg, 2009; Moon, 2001). To be reflective learners, Planning students require repeated opportunities for engaging in purposeful reflection throughout their degree, and need to be supported towards becoming reflective learners from the beginning of their university experience. This paper reports on two interventions designed as part of an action research doctoral study aimed at enhancing information literacy and writing development within the Bachelor of Resource and Environmental Planning at Massey University, New Zealand. New assessment tasks were designed to encourage reflection on learning related to Planning. The first assessment, a ‘Reflection on Values’ task, is a low-stakes personal narrative assessment designed to encourage first-year students to reflect on their personal values and how these would impact on their responses to environmental issues within their discipline and profession. The assessment provided an opportunity to support students to engage in reflective thinking and promoted a focus on clear, concise writing early in the degree. The second assessment, a senior “Reflective Practitioner’ task, encouraged students to engage in regular personal and professional reflective writing connected to an experiential learning class project. This paper outlines key considerations in developing the reflective assessments, and key modifications made based on student feedback, and the lecturers’ and researcher’s reflections. It explores the value of encouraging reflection through assessment, the impact of the reflective exercises on students’ writing, critical thinking and professional development, and the challenges and implications for faculty when integrating reflective assessment into the curriculum. Introduction Part of becoming a successful Planner involves learning to reflect on actions as an aspect of decision-making and professional practice. For any Planning programme, therefore, learning to be reflective is both an essential aspect of the curriculum and central to learning in terms of developing professional skills, supporting learning and improving communication in the discipline. However, creating space for sustained, purposeful reflection remains a challenging concept to apply in practice (Ash & Clayton, 2004; Hedberg, 2009; Moon, 2001). To be reflective learners, Planning students require repeated opportunities for engaging in purposeful reflection throughout their degree, and may need to be supported towards becoming reflective learners from the beginning of their university experience. This paper reports on two assessments that encourage reflection designed as part of an action research doctoral study aimed at enhancing information literacy
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