Creating a Geodesign Syllabus for Landscape Architecture in Denmark

Creating a Geodesign syllabus for Landscape Architecture in Denmark

ALEKSANDER A. STYSIAK, SØREN ZEBITZ NIELSEN, RICHARD HARE, HANS SKOV-PETERSEN

Stysiak, A., Zebitz Nielsen, S., Hare, R., Snizek, B., & Skov-Petersen, H. (2016). Creating a Geodesign syllabus for landscape architecture in Denmark. Research In Urbanism Series, 4(1), 229-246. doi:10.7480/rius.4.795 KEYWORDS education; University of Copenhagen Geodesign; GIScience; Landscape Architecture; BSc Abstract understand to which through framework conceptual a provides Geodesign relationships between geoscience and design. This paper takes its point of Geology and Geography of Departments the of merger from the departure the and of Copenhagen, Planning at the University Landscape and and Forest, potentials to realise a means as to Geodesign taken approach subsequent within the new academic structure. The aim is to address specifically how an Architecture program has the Landscape of transforming process on-going within and integration fosters in a new way that GIScience begun to integrate between disciplines. The approach to Geodesign will therefore be discussed Emphasis development. dialogue and curriculum in terms of cross-disciplinary UCPH in at held Conference Geodesign the of results the on placed will be present to together came academics and practitioners which at 2014 November was conference The Geodesign. of understandings and experiences extensive also the forum for discussion of the challenges and opportunities offered by Geodesign in the context of teaching.

RIUS 4: GEO-DESIGN 230 CREATING A GEODESIGN SYLLABUS FOR LANDSCAPE ARCHITECTURE IN DENMARK 231 - - - - INTRODUCTION INTRODUCTION 1. Geodesign at 2014 Summit Delft it TU became clear the European During This paper explores the background and profile of the programBSc in tools that many and of methods Geodesign brings into focus a range As a relatively new and evolving term Geodesign is still at an early, form ative stage, and questions of how to organize and structure Geodesign educa- ative stage, to organize and questions of how and structure increasing an by explored being are workflows and scope curriculum, its tion, that, while the number of Geodesign oriented programmes and courses is in- and courses oriented programmes of Geodesign that, while number the was universities Geodesign at European the term in the U.S.A, use of creasing of Copenhagen University work of the the this context beginning. just In only be Geodesign must (UCPH) with somewhat pioneeringseen as explora and tory. This chapter presents the first concrete initiatives of the newly formed (IGN) aimed Management Resource Department of Geosciences and Natural at the potential harnessing of Geodesign. These initiatives include Ge- the in odesign Conference Copenhagen 2014 (Geodesign Conference, 2014) and at in Landscape of the BSc program Architecture transformation the current UCPH. of GIS education development the UCPH, and at the Landscape Architecture coupling The unusual of academic in generally. Denmark disciplines at IGN is explained with the significantpotential that it offers for interdisciplinary work. The field of Landscape Architecture education is ever evolving as the of landscape problems and opportunities change over time. The means nature are equally evolution- by which we teach, learn and do landscape architecture ary and the pace of that evolution is ever quickening. The means to tackle multiplied remarkably complexity of IT, the use for example, through have The consequences of these rapid developments can be in recent years. hard for even experienced teachers and practitioners to comprehend, and frame is Geodesign these changes are essential. works within which to understand one such framework, offering a conceptual model that can cross disciplines, and understanding spatial change. but it aims consistently at facilitating Landscape Architecture educational programs are already using, but signifi disciplines, other Geodesign makes communication with practices and cantly possible in new ways. Importantly, Tom Fisher (2010, 2014) identifies a key of Geodesign as that of critically the consequences and addressing strength too impacts traditional design thinking focuses He states that of proposals. and immediate needs of the clients and communities. much on the current By addressing the impact of design and planning decisions practitioners are of to a reformulation to adopt a descriptiveforced stance before returning their otherwise prescriptive for this necessary tools and methods work. The shift give a common platform of understanding with scientificviewed design is often with of planning and where the prescriptive nature disciplines scepticism. - - - BACKGROUND of Copenhagen Organizational change at the University The Department of Geosciences and Natural Resource Management (IGN) Resource The Department of Geosciences and Natural (ENR) Resources and Natural Starting in 1991 a Department of Economy Carl Steinitz Carl Steinitz speech given (2013) in his 2013 in Geodesign Summit at the 2. A result of these mergers has been the creation of a significant concen- 2.1 at the UCPH was formed in 2013 after a series of mergers, and reorganisation a series of mergers, and in 2013 after was formed UCPH at the of research and university institutions. of Denmark University and Agricultural at the Royal Veterinary was formed Urban (KVL) by the merger of institutes of Landscape the small Architecture, a num 1992 Applied Economics. In and plus Forestry, Planning Rural and number of academic of academic number adopting that are institutions Geodesign within existing programs, core (Paradis, at their Geodesign with new majors or establishing to well established of Geodesign The relationship & Manone, 2013). Treml, a focus remains Geography and disciplines Architecture as Landscape such of academic for a number papers, and conferences summits and almost all to date. organized Redlands, CA, options for organizing presented and educational institutions Geodesign. Steinitz his opinion or partially on shared programs based fully that a design combine should profession school design several dis- oriented planning. Similarly urban architecture, landscape ciplines, e.g. architecture, of design […] not school does (2014), Steinitz ‘even the to Fisher argues that - favoura a mind his To influences’. it and it influence that things the all have design school such when with great Geodesign potential) is ble situation (also with geographical is coupled ambition At UCPH the sciences. of combining Planning and Geosciences presents itself as achieva Landscape Architecture, of the university. ble due to the unique disciplinary organisation and applied organizations in forestry technical and research ber of Danish landscape engineering were merged to form the Danish Forest & Landscape Later in 1996 the Ministry of Environment. (DFLRI) under Institute Research planning, re- to the institute’s as well as GIS were added physical and urban search profile. In the late 90’s most ministerial research institutions in Den to mark were universities. Therefore, DFLRI transferred was with merged at KVL. Planning Landscape and of Forestry, a new department to form ENR 2007, KVL was merged withthe UCPH. However, In of KVL the organisation remained intact as a Faculty of Life Sciences (LIFE). of In 2013 a new faculty UCPH Faculty of Natural merging parts of LIFE with the Science was formed Geology was merged Science. of Geography and From the latter the Institute Landscape IGN. the with the largest part of Forestry, and Planning to form It is now a rather large university department with approximately 450 FTEs (including 160 enrolled PhD students) and 2000 students.

RIUS 4: GEO-DESIGN 232 CREATING A GEODESIGN SYLLABUS FOR LANDSCAPE ARCHITECTURE IN DENMARK 233 - - of Copenhagen Landscape Architecture at the University According to the IGN departmental strategy, formulated in According the spring formulated strategy, to the IGN departmental In this context, as a promising Geodesign has been seen with- framework Teaching within Landscape Architecture at UCPH is science-based with Teaching within Landscape Architecture The current BSc and MSc educations in Landscape Architecture at the MSc BSc and educations in Landscape Architecture The current 2.2 tration of tration expertise GIS in teaching both at research and the This department. Biomass; and Nature Forest, IGN: of sections five all across found is expertise the Forestry and Planning; and Geology; Landscape Geography; Architecture College. a range of theoretical With sec- traditions these and methodological predicting, all engaged in understanding, tions are managing planning and interaction. environmental domain of human the spatial in “an increasing of 2013, resulted need the merger of diverse departments for internal cross-program collaboration. In the fields of geography, nature new possibilitiesbe iden- should landscape architecture, and management tified, assessed and pursued, both to ensure efficient use of resources and to (IGN, 2013). develop new potential” in which to conceptualize key activities Geodesign would also appear at IGN. to offer significant opportunities to promote integration and cross-discipli nary collaboration between the scientific domains already present at IGN, in and Landscape Architecture and particular between the sections of Geography Ad- Climate Forestry, Hydrology, with working fields other also but Planning, aptation, Recreational Planning, Urban Livelihood and Mobility, and Nature to has chosen Management. Therefore, IGN foster Geodesign both in terms of research and teaching. ning and Management, and now the MSc offers specialisations in Landscape Design, Planning, and Greenspace The growth of Land- Management. Urban PhD burgeoning a in reflected is endeavour academic an as Architecture scape cohort, and a steady increase in professorships. science. of design and planning as the interplay of art and the clear sense processes in parallel with in natural are schooled the BSc level students On UCPH have developed from Garden Architecture teaching at the then KVL in teaching at the then Architecture Garden developed from UCPH have the 1930’s. Later in the 1960’s a specific Landscape Construction education ed- largest Landscape rise become Denmark’s to what has Architecture gave ucation. By 2000, strong research tradition was developing a in connection and teaching was research department with the education and in 2002 a new Forest, named Landscape formed and Planning. In 2006, the landscape architecture BSc increased student uptake and since then, has offered a spe- same cialization the MSc Planning, now at both BSc and level. In in Physical period, teaching programs switched to teaching in of all masters English and the number of non-Danish students and staff increased rapidly. Specifically, Greenspace Plan as a subject area fed an interest in Urban Forestry Urban - - GIS practice and education in Denmark The history and current practice of Danish landscape architecture, ar- practice architecture, of Danish landscape and current The history GIS is within various educational programs in well embedded Denmark In the early 90’s a range of universities and other educational institu- 2.3 the development of an aesthetic sensibility fostered through creativity. Plant, Plant, creativity. through fostered sensibility aesthetic of an the development soil science, water and are, management for example, ‘learn through taught that challenges projects address design early and techniques, ing by drawing’ aesthetic aspects. scientific and clearly defined have This, in teaching. on extensively is drawn planning and the and chitecture a priori students’ Danish design awareness of the tradition, to contributes a generally significant aesthetic sensibility amongst students. The vibrant ed- architecture design and Danish other associated with ucational environments schools in Copenhagen also feed into this. In this context, the aim is to ne- design, to in relation with aesthetics, through engagement gotiate for means processes. Since science and human expansionthe Landscape of the natural planning, the role of design aesthetics and into urban programs Architecture within the discipline has presented new challenges. Not least, because many the design disciplines are engagedbeyond in teaching on the colleagues from joined the same time programs. At the a growing number of designers have existing staff, and research in design processes at UCPH has been fruitful in pro- design to relation in teaching the in reflected been has This years. recent cess and in particular use of IT. However, the been somewhat the latter has fragmented and has had a limited reach amongst teaching staff. Within the and Urbanism has Department the research group for Landscape Architecture Design IT tools (AutoCAD and Adobe), Method and and taught the BSc course (Civil3D). Terrain and Technology in Landscape Architecture the MSc course group GIS has been taught from outside this and has been only weakly inte- grated into the BSc and MSc programs. raphy, became active within the field. In particular Aalborg University, the Institute of Geography of the UCPH and the Institute of Landscape at KVL. In 1991 UGIS, a consortium of academics various from universities, was formed and research, 1992). The intention was to coordinate teaching and (Balstrøm, and a thriving GIS-user community exists both amongst academics and prac- academics and exists both amongst community a thriving GIS-user and titioners. Computer mapping based and handling geographic information 80’s with projectsand relating to utilities in the 70’s emerged in Denmark mapping land-use geological (Platou, 1984) and (Jacobi, 2006), agricultural mapping development of in- 1993). Early (Jørgensen, Hermansen, & Jensen, to establish the but served failed to reach a level of maturity, systems house professional discipline research the need for development, and highlighted and education. engineering, geog and in disciplines tions, mainly relating to architecture,

RIUS 4: GEO-DESIGN 234 CREATING A GEODESIGN SYLLABUS FOR LANDSCAPE ARCHITECTURE IN DENMARK 235 - The formation of the GIScience & Geodesign research group In a Global context explicit In regarding application considerations of GIS In May 2009 as an implementation was enforced national law of the EU’s With the creation of IGN in 2013 the newly formed SectionLandscape for formed newly in 2013 the creation of IGN With the At present GIS is taught at several Danish universities. At Aalborg Univer universities. Danish GIS is taught at several At present 2.4 sity, Roskilde University, and the UCPH undergraduate education is provided, the UCPH undergraduate and sity, Roskilde University, explicitly aiming or less at geoinformatics more courses numerous whereas and Denmark, of Southern the University University, are provided by Aarhus University. the Danish Technical range back technologies to planning mid-90’s to the other geo-focused and (e.g. Batty, 1995). Planning Support Systems (PSS) and Spatial Decision Sup- and “models for terms developed to be common (SDSS) have port Systems that inform the planning methods process though analysis, prediction and design” modelling and prescription driving force for the [and] provides been par- approaches have these & Stillwell, 2009). Traditionally (Geertman and present, of the ex-ante description aimed at registration and ticularly with ideas is in addition concerned the processes leading to it. Geodesign could be to cater for observed or foreseen and suggestions of what the future problems or to afford future needs and wishes. Accordingly, Geodesign adds informed creativity, means/tools for developing/expressing proposals, and ex-post evaluation of potential effects and functionality of proposed designs made by GIS (and SDSS). to assessments of the past/present that a range The law states 2014). directive INSPIRE, (Denmark, 2014; INSPIRE repositories, metadata including data produced by of geodata, services and (Danish Ge- municipal and state authorities, must be made publicly available odata Agency, 2014a). Among the many very good about things such open ac- take place the relating to geodata can on education teaching and cess is that by private and public organizations. same data as applied in real-world Architecture and Planning restructured its research groups. A new GISci- and Planning restructured Architecture ence & Geodesign group was formed, aiming to bring researchers together and teachers within the section, across IGN, working and with GIS in inter- face with other software. The group offers the benefits of coordinating the teaching of computer based spatial analysis and design, but it also requires a broader perspective, one that is not bound to the use of specific software. to exchange experiences and knowledge within the fairly modest number of number modest fairly within the knowledge and experiences to exchange - na in in interested an enhanced resulted time. UGIS at the GIS researchers tional and a network range of book- teaching and inter-university activities (e.g. Jacobi, Balstrøm, & 1992, Sørensen, 1999). Despite its obvious need, the organization did was that universities The main reason not sustain. due to regarding fund to compete politically were encouraged reforms motivated and students. - - - AN APPROACH TO GEODESIGN AN APPROACH TO 2014 The Geodesign Conference in Copenhagen Geodesign is seen as a set of tools and methods founded in iterative, ex- founded methods of tools and as a set Geodesign is seen 3. The task of bridging design involves the development of science and The first phase of this interdisciplinary approach has brought Geogra- To kick-off the venture into Geodesign at UCPH it was decided to arrange to decided was it UCPH at Geodesign into venture the kick-off To 3.1 plorative and creative design processes. These processes are under constant processes are under These design processes. creative plorative and are development as they challenged, - by the in expanded transformed and and expanding of geo-spatial functionality, technolo creasing availability, According to Steven Ervin it is probable in the future of Geodesign that “we that “we of Geodesign According it Ervin to Steven is probable future in the will need no longer to between distinguish building and landscape, or CAD, or Modelling], [Building GIS, or BIM Information or LIM [Landscape Information of Modelling]” nature of the evolutionary (Ervin, This understanding 2012). group group. The within the as essential is engaged in is seen IT processes and problematizing comprehending application the of IT to spatial problems, of the possibilities requiring for analysis, a broad understanding dialogue and processes across IGN. planning, and design opportunities At UCPH unique col- for gies systems. data management and Geo-disciplineslaboration across create a from which the strong platform aim is to help drive these developments. methodologies that harness the power of analysis offered by digital data as a possibilities exploratory expand the and speculative to open up and for means the planning and design. For geo-scientists the challenge is to understand of design processes, while for designers the challenge is nature open-ended to understand the depth and significance of geo-data and geo-data process- ing. phers, GIS professionals, LandscapeDesigners together to Architects and Now the program. begin teaching Geodesign on the Landscape Architecture scope of Geodesign teaching to engage the multidiscipli potential to broaden is curriculum, the Landscape Architecture groups, beyond in and student nary seen as an all-important next challenge. gies. The afternoon session focused on curriculum development and estab- gies. The afternoon session focused on curriculum lishing Geodesign education and training. a one-day conference with invited international speakers at the forefront of international speakers at the forefront a one-day conference with invited practice. Geodesign teaching and The Geodesign Conference in Copenhagen 2014 with 110 attendees (Geodesign around Con- 11th on November was held ference, 2014). These ranged from practitioners from private and public sec- management from and faculty and students, tors, bachelor, master and PhD The morning session of the conference was devoted to map- the department. ping the concept of Geodesign with the focus on backgroundand technolo

RIUS 4: GEO-DESIGN 236 CREATING A GEODESIGN SYLLABUS FOR LANDSCAPE ARCHITECTURE IN DENMARK 237 - CREDENTIALS AND AFFILIATION Professor and Dean of the College of Professor and Dean of the Design, University of Minnesota CEO at Geodesign Technologies, former CEO at Geodesign Technologies, Associate Professor at Massachusetts Institute of Technology Director at Garsdale Design Limited Assistant Dean for Information Technology, Harvard Design School, Director of Computer Resources, and lecturer at the Department of Landscape Architecture, Harvard Graduate School of Design Associate Professor and Director of the MSc. in Geodesign Program at The College of Architecture and the Built Environment at Philadelphia University Morning session Afternoon session Conference speakers and presentations. Table 1. SPEECH TITLE The rationale, definition and history of The rationale, definition Geodesign a) Geodesign in Environmental a) Geodesign in Environmental a n d R e g i o nb) Applying Geodesign thinking to a l P l a n n iongoing and advanced projects within n g P r a c t i cvarious disciplines e State of the art and pointers to the future of Geodesign technologies a) The making of a Geodesign proponent: A Systems View and Personal Journey; b) A Geodesign syllabus for Landscape Architecture and Urban Design c) Geodesign as a research area and academic discipline a) Transforming a classic landscape architectural education to Geodesign b) A Geodesign syllabus for landscape architecture and urban design developed at Philadelphia University. IMPLEMENTING GEODESIGN IN THE LANDSCAPE ARCHITECTURE CURRICULUM SPEAKER 4. As of September 2015 the BSc program in Landscape architecture at IGN In connection with the conference IGN hosted what we believed to be the to be the believed what we hosted IGN conference the with connection In Thomas Fisher Michael Flaxman Elliot Hartley Stephen Ervin James Querry ologies with increasing frequency and intensity through the curriculum. ologies with increasing frequency and intensity through the curriculum. adopted a simplified structure with an emphasis on clearer progression and alignment. Geodesign and concepts methods play a key role in these developments, helping to bridge diverse disciplines and approaches. Geodata and related IT tools are introduced in the context of design and planning method first Geodesign PhDcourse in Europe. Forattendees of the course, their first conference, helping Geodesign involved attending day frame the concept to presentations were dedicated to put it in perspective. following days The and and presentations projects. These own students’ PhD invitees and by selected were sessions discussion held in where ideas manner an informal were ex- the The detailed list freely. changed of speakers and topics during discussed of the presenta- Videos 1. in Table found can be course PhD conference and via tions can be found Conference in Copenhagen the Geodesign homepage 2014). (Geodesign Conference, - The Geodesign studio Methods and topics and Methods will be iteratively, revisited building students to allow To build the foundations of work with Landscape Architecture the first are familiar with, e.g. Google applications students Other which the The second year is explicitly Geodesign-focused with tools such as GIS specialize The third year, where students in either landscape design or As part of the new curriculum in September 2015 a new Geodesign course course Geodesign new a 2015 September in curriculum new the of part As 4.1 to tackle ever-increasing complexity in of problem Understanding solving. and of design tools to assessment coupled will be closely design processes their relevant application. Geodesign will act as a clearly defined way marker for a key role in and play the 1960) ‘spiral (Bruner, initiating syllabus’ this form of learning. The introduction of powerful IT offers a relevant impetus reflection. for such processes, creative and human expres- focuses on natural year of the program methods. and using simple-to-use technologies aesthetic sensibility sion and At this stage, the tracks will be of Geodesign laid for the development with the concepts. introduction of key A start will be made in design work including an year first the on Teaching 2012). (Steinitz, frameworks design to introduction will the simple include online GIS map use of data, from both commercial and Apps data. planning-relevant of repositories online specifically bodies, public use or can quickly already become that students proficient in offer other easy teaching and in color theory For example the tracks’. Blenduko to ‘lay means already being used. Minecraft in perspective teaching are Maps Danish Planning System (Danish Planning System, 2014), or the in- 2015) Miljøportal, (Danmarks Portal Environment Natural Danish The cluding of discussion the for basis a provide 2015), Atlas, (Historisk Atlas Historic and methods. geo-technology in relation to design pres- and storage, analysis Here data capturing, CAD beingand introduced. entation are combined with design projects, and 3D visualizations are developed. planning, there is scope of Geodesign skills and development for steady urban the bachelor thesis offers the opportunity for students to demonstrate their proficiency in the use of tools and methods. By this stage in the education, the aim the stu is identify the extent to which Geodesign thinking informs to 2). dents’ approach to their work (Table was introduced in the three year Bachelor program - in Landscape Architec was introduced ture. The course runs halftime throughout the first semester of the second year with 58 students enrolled. It is a studio course where introductions to Students design methodologies. and analysis geo-data, CAD inform GIS and combine a dependent on task, number of methodologies complexity and landscape scale. The study area in 2015 was the municipality of Greve, south

RIUS 4: GEO-DESIGN 238 CREATING A GEODESIGN SYLLABUS FOR LANDSCAPE ARCHITECTURE IN DENMARK 239 - - - SEMESTER 2 Bachelor Project and Bachelor Internship Plan & Design 2: Studio Natural Processes 2 Elective courses Science Philosophy of Urban Design 2: Studio Plants & Technology 2: Studio Outline of the Landscape Architecture BSc curriculum. Geodesign: Studio Botany SEMESTER 1 Table 2. or Urban Design 1: Studio Natural Processes 1 Plan & Design 1: Studio Plants & Technology Technology & Plants 1: Studio Teaching approach YEAR The main focus of the teaching approach is to ensure that the develop- that The main teaching focus of the approach is ensure to to give under an unfolding students been structured Site visits have 4.2 1. 3. 2. standing of both the hydrological region By visiting and the locality. the site early, before doing instructional GIS and geo-data exercises in computer lab- could put a landscape to the geo-data they oratories on campus, students would be A subsequently. handling second visit to correlate allowed students of site in the light of both geo-data and their perceptionsand understanding their own first site-design concepts. of Copenhagen where, in response to periodic flooding, local planners have local land numerous required a strategic taken has approach regional that scape-based solutions. Students have analysed this regional situation and situation this regional analysed have Students solutions. scape-based A interventions. their own landscape context for as the framework planning the po situation, selected based on site was and accessibility for students covering valley The site is a shallow design. landscape rewarding tential for 35 hectares of ex-agricultural land attached to an old agricultural school. The down into runs through the valley and small stream Odsbækken the urban flooding has been common. areas of Greve where ment of technological craftsmanship and structured scientific argumentation scientific structured and craftsmanship technological of ment qualitative ultimately can fuel creative thinking and working methods and ignite the imagination. Likewise domain specific methodologies and knowledge, approaches inferential analytical insight into the characteristics of and existing are essential components to be tackled with creative geo-data sensibility, perception design a series of and speculation. This was tackled through workshops. - A spiral approach to teaching Geodesign. See the text for details. Figure 1. A spiral approach to teaching Geodesign. See the Spiral teaching Similarly thematic ‘re-visiting’ is part of the spiral. For instance when The concept of spiral teaching (Bruner, 1960; Harden & Stamper, 1999), Harden The concept 1960; teaching (Bruner, of spiral 4.3 ings of (e.g. visibility assessment of designed objects) or within a re- larger gion – for instance water retention capacity of proposed designs relative to the potential water volumes of the entire watershed. a design for water retention is proposed, the potential accessibility for local recreational activities could be tested. as applied in the present context, itself through the visiting manifests and dif- assessing scales, geographical different at location same the of revisiting ferent planning and design themes and perspectives, and applying different mediations – quantitative and qualitative, digital and analogue etc. As illus- is the region of the target area mov- 1, the point of departure in Figure trated ing the target down towards area at a local scale. A core point of the spiral do not unidirectional, i.e. approaches it is not approach to teaching is that be should, and can, hand at phenomena The scale. fine to coarse from go only the process. An exampledesign could be evalua- revisited iteratively during tion of more or less detailed design proposals in their immediate surround

RIUS 4: GEO-DESIGN 240 CREATING A GEODESIGN SYLLABUS FOR LANDSCAPE ARCHITECTURE IN DENMARK 241 - - DISCUSSION DISCUSSION 5. With these initiatives early at UCPH to promote the concept of a Geode- individuals for easy disciplines it seems across from that is fair to say It disap- in the of Geodesign can be seen newness consequence of the One This relates to a of the extent to which discussion be Geodesign should sign framework, sign framework, experience generally positive. has been approach The ad- to projected the both through broad in its reach, been has Geodesign dressing through and directly, staff teaching many engages which teaching, to changes This breadth to that. related the communication and format the conference is Geodesign. important in terms of establishing considered From being an of colleagues an understanding most initially opaqueelusive concept for and framing concept up. Geodesign been widely taken has Geodesign as a useful has by definition so many pointsof contact with otherdisciplines that it has in a common IGN across to engage from colleagues easy proved remarkably discussion. to see in themselves to relation Geodesign and this is particularly interesting of use and understanding The common case of declared non-designers. in the the key to this. GIS and other land-based tools is perhaps Despite intensive advertising through pointing course. at the PhD attendance This and attended. students social media four and professional networks only leads to the conclusion that, at least experiences Fisher and Querry by shared for now, Geodesign workshops and courses should aim at supporting specific issues. disciplines and/or address specific a separate program a distinct disciplinemight warrant considered itself that has it was explained how Philadelphia University conference At the of study. established a specific Geodesign focused major, while quite consciouslythe implemented Geodesign teaching within only of Minnesota has University A concern raised by the Faculty at UCPH has been the existing curriculum. practicethat as a stand-alone could develop Geodesign as an isolated quantitative computational and activity ballast of the strong design without the A seems to consensus exist around tradition of, say, Landscape Architecture. the idea function within that Geodesign and across existing should disciplines as a distinct disci not at this stage be regarded Geodesign should that and pline. This may change, there seems to be but for now no expectation that the institution will be educating The potential ‘Geodesigners’. for cross-discipli collaborations with nary their starting point in Geodesign is clear. Tackling Geodesign through existing programs and courses offers the opportunity to reach a range of disciplines and explore what Geodesign means for a range of practices. The situation at IGN seems to offer a promising test-bed for Ge- context will develop Geodesign in this that a clear sense is also odesign. There differently from Geodesign at other institutions. - - Figure 2. Representations and the real World. FUTURE EDUCATIONAL AND RESEARCH PERSPECTIVES PERSPECTIVES RESEARCH AND EDUCATIONAL FUTURE The opportunity for students to pursue individual individual projects is a key part of to pursue The opportunity for students examples the nomadic of and Fisher,Querry at the conference, gave With Geodesign entering the BSc curriculum in 2015, for year-two stu With a strong tradition of cooperation tradition of With a strong with practice the rel at the UCPH 6. dents, there will be a relatively rapid rapid will be a relatively uptake dents, there tools amongst the of Geodesign will be dominated the intake to the MSc will mean that in 2017 This students. will be able to take with in grounding by students Geodesign, and here courses skills. It will also be advantage of students’ to look relevant at the potential at this level. courses for advanced Geodesign teaching at UCPH and this will allow particularly motivat- who are students, ad This regime. course the outside themes Geodesign specific up follow to ed, active the promo- work and thesis to master’s hoc activitya precursor is often is important. tion of such endeavour classroom. Both explained teaching situations ‘in the field’,working devicesand portable made this possible. The potential for this will where online be important in varying teaching styles and tailoring teaching to specific sit- is uations. Another development that going on at UCPH, is the improvements verti- 2015, In working. digital with interfaces and facilities model-making to design at UCPH as an aid to studios in the cal data projectors will be installed processes. evance and practicability practicability in evance and re-evaluated will be regularly of Geodesign tools that context. However, the specifically pedagogical potential of Geodesign is thinking in teaching essential to success also will not coincide and this with between congruence of lack potential This 100%. practice of requirements the will be explicitly research ad- teaching and practice tools for for tools and in Copenhagen. developments of Geodesign dressed in future

RIUS 4: GEO-DESIGN 242 CREATING A GEODESIGN SYLLABUS FOR LANDSCAPE ARCHITECTURE IN DENMARK 243 ------Other opportunities exist to involve the departments’ model lab. Here lab. model departments’ opportunities the to involve exist Other In terms of software and interfaces, improved understanding of pro- improved of software and interfaces, understanding terms In between digital interfaces physical 3D will be further and the future, In the potentialsof grows, As Geodesign understanding root and takes it the aim is to develop bachelor level course addition to the current In there are many possibilities are many there to merge or studio entangle digital and mod el in representations teaching At research. and same time the ability the to Ac- limited. rather currently is field the to representation model digital bring bridging cordingly the real world, studio models through and representations Geodesign at the development of digital of future will be a core and models 2). (Figure department gramming and gaming, arrive students with will be This will harnessed. be- outstrip GIS and CAD sys come increasingly relevant as game engines further of visualization. terms in tems, particularly is the case for static images, This cars etc.), viewpoint wind turbines, moving objects (humans, movement, and with and environments bodies. For in- shadows, clouds and water students gaming, to computer creasingly used a game-like approach to design process would seem an obvious area for pedagogical investigation. As suggested by linkage the conference, the of City Engine and Lumen- Elliot during Hartley RT (2014) appears to be promising. the use of games Along the same lines, appsand land Minecraft version of the Danish will also be a continuing focus. Geodata Agency, 2014b; Minecraft (Danish terrain model is use and available 2014) and the use of Minecraft in design training early and as a platform for be considered. geospatial reasoning and learning should explored. Areas of interest include technologies that can scan studio models and create geo-rectified representation that can be imported into CAD/GIS. These for instance can be indoor LIDAR, static photogrammetry, and Kinect to bring Moreover, technologies and researchers sensors. will enable students technolo These field. the to etc.) models 3D (geodata, representations digital gies augmentation include (2D/3D), location base services, online/on-site GIS software, and hardware is a combination of analogue, etc. This investment and will be matched by continued investment in staffing and staff development. is expected aspect that a key of the work of research, and teaching, will be exploring the potentials Being of technology. asked new, and sometimes un answerable, questions will be an important part of this development, and Ge- concept research, willodesign as a framing GIS as a challenge of teaching and data model, as analytical tool, as well as a science by itself. Research questions raised by these developments at UCPH will of data quality, include issues hu prediction, and analysis sociological movement patterns ecosys man data, drainage and storm water management. tem services and sustainable urban lines drafted along the can be extended Such courses level. at master courses - of the Land teaching builds on the strengths that Through research and above above both in – the integration and involvement of design/technology terms real world. and the representation of digital/studio at UCPH, programs increasingly involving and colleagues scape Architecture from across the five sections of IGN, it is hoped thata distinctive strand of will begin Geodesign initial to develop. At this stage, focus is, the perhaps of facilitating appropriately, as a means Geodesign improved on harnessing This initial teaching at the department. impetus is and cooperation internally stages of Geodesign will of the development be discussed strong, and future - teachers/re and As students the coming debated vigorously in and years. part are picking of design searchers pro- up digital work as a methods natural cesses, it can be expected that such techniques will be in absorbed topics and of the education. throughout design courses processes taught

RIUS 4: GEO-DESIGN 244 CREATING A GEODESIGN SYLLABUS FOR LANDSCAPE ARCHITECTURE IN DENMARK 245 - REFERENCES The authors wish to thank Head of Studies Susanne Ogstrup and Asso and Ogstrup Susanne of Studies Head to thank wish authors The ACKNOWLEDGEMENTS dialog, 16(1), 1-17. http://eng.gst.dk/ in a Minecraft World]. Available from http://gst.dk/emner/frie-data/minecraft/ information]. https://www.retsinformation.dk/Forms/R0710.aspx?id=122571 sign, 3D Modeling, and Visualisation. Press. ence in Copenhagen. methods (pp. 1-26). Springer Netherlands. ning and support systems – best practices and new ign.ku.dk/english/outreach-publications/conferences-seminars/geodesign-conference/ - http://ign.ku.dk/om/organisation/strategi/ign-strat from Available UCPH. Science, of Faculty agement, egy-2016-eng.pdf inspire.ec.europa.eu/. Geoforum perspective]. teacher’s a From geodata. digital and photogrammetry surveying, of years [50 Perspektiv, 5(10). informationsys- Geographical Env. Of Min. manual. user’s [ZETA 4.0. version informationssystem, iske tem. Ver 4.0]. Danmarks Geologiske Undersøgelse, Datadokumentation, 17. www.lumenrt.com/ Landinpektøren 2. Bruner, J. S. (1960). The Process of Education. Cambridge, MA: Harvard University Press. of Education. Cambridge, MA: Harvard University Bruner, J. S. (1960). The Process Danish Geodata Agency (2014a). General information on the “basic data programme”. Available from Danish Geodata Agency (2014b). Danmarks frie geodata i en Minecraft-verden [Denmarks’ free geodata Danish Planning System (2014). Available from www.plansystemet.dk Danmarks Miljøportal (2015). Available from http://www.miljoeportal.dk/Sider/Forside.aspx geographical for infrastructure on [Law information geografisk for infrastruktur om Lov (2014). Denmark Ervin, S. M. (2012). Geodesign Futures – Nearly 50 predictions. Speech at DLA 2012 Conference: Geode- Fisher, T. (2010). The What and Why of Geodesign. Speech, Geodesign Summit 2010. Redlands, CA: Esri Fisher, T. (2014). On the rationale, definition and history of Geodesign. Speech at the Geodesign- Confer Geertman, S. & Stillwell, J. (Eds.). (2009). Planning support systems: concepts, issues and trends. In Plan- Geodesign Conference (2014). Geodesign Conference in Copenhagen homepage. Available from http:// curriculum? Medical Teacher, 21(2). 141-143. Harden, R. M, Stamper, N. (1999). What is a spiral Historisk atlas (2015). Available from http://historiskatlas.dk/. IGN, (2013). A strategy for the development of Department of Geosciences and Natural Resource Man- http:// from Available Community. European the in information spatial for Infrastructure (2014). INSPIRE Jacobi, O. (2006). 50 år med landmåling, fotogrammetri og digitale geodata. Fra en undervisers univers Jørgensen, J., Hermansen, B. & Jensen, J. H. (1993). Brugervejledning til ZETA. Miljøministeriets geograf- LumenRT (2014). The Communication Platform for Architecture and Geodesign. Available from http:// Balstrøm, T., Jacobi, O., & Sørensen, E. M. (Eds). (1992). GIS i Danmark [GIS in Denmark]. Teknisk forlag. Sørensen, E. M. (Eds). (1992). GIS i Danmark [GIS Balstrøm, T., Jacobi, O., & forlag. Teknisk 2]. Denmark in [GIS 2 Danmark i GIS (1999). (Eds). M. E. Sørensen, & O., Jacobi, T., Balstrøm, Batty, M. (1995). Planning support systems and the new logic of computation. Regional development Balstrøm, T. (1992). Universitetssamarbejde på GIS-området [GIS collaboration between Universities]. ciate Lene Professor Fisher support for their with organizing the Geodesign in Conference Copenhagen 2014, as well Ge- teachers on the as the present Teaching and Associate Assistant Balstrøm Thomas Professor odesign course to the curriculum. for their contribution Reka Németh - Placemak on Research International Urbanism: of Journal programs, undergraduate into approaches DOI: 10.1080/17549175.2013.788054 Sustainability, 6(3), 274-301. ing and Urban Systems Technology. Proceedings of the sixth meeting of ISSS Working Group on Soil Norway. Pudoc Wageningen. Systems, Bolkesjø, Information http://video.esri.com/watch/2200/geodesign-for-education Minecraft (2014). Available from https://minecraft.net/. https://minecraft.net/. from (2014). Available Minecraft Paradis, T., Treml, M., & Manone M. (2013). Geodesign meets curriculum design: integrating Geodesign Platou, S. W. (1984). The ADK database systems (PADS and LADS) used in Denmark. Soil Information Esri Press. Redlands, CA: A Framework for Geodesign. Steinitz, C. (2012). from Available 2013. Summit Geodesign Speech, Education. for Geodesign Organizing (2013). C. Steinitz,

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