Prof. Ingrid Schegk

Bauen ist klimarelevant, sowohl was die Baustoffe als auch was die Bauweisen und -abläufe angeht. Ist auch der Anteil an klimaschädlichen Emissionen des Bausektors im Landschaftsbaus bzw. bei der Gestaltung von Freiräumen mit Grünflächen und Pflanzungen verhältnismäßig gering, so gehört doch meist auch Gebautes zum landschaftsarchitektonischen Entwurf, wie z.B. Belagsflächen, Treppen, Mauern, Ausstattungselemente etc. Insofern müssen auch Planende und Bauende in der „grünen“ Profession verstärkt auf die Klimawirkung von Baustoffen und Bauweisen achten. Unter den drei Schlagwörtern Reflektieren, Rezyklieren und Renaturieren werden dazu im Beitrag Betrachtungen angestellt und Vorschläge gemacht.

Treppen prägen Stadt und Landschaft auf vielfältige Weise, als Ausdruck örtlicher Topografie, als fußläufige Erschließung mit spektakulärer Aussicht und stets autofreier Verweilort. Ihre Planung stellt eine reizvolle Aufgabe in der Landschaftsarchitektur dar. Schnell jedoch scheinen dabei die normativen Anforderungen die gestalterischen Möglichkeiten zu beherrschen. Dieser Beitrag möchte die Bedeutung der Treppen im (öffentlichen) Freiraum aufzeigen und dem dazu geltenden Regelwerk auf den Grund gehen, unter anderen der brandneuen Fassung der DIN 18065 vom August 2020.

This publication presents the key findings of a three years cooperation on the topic of sustainable coastal landscapes in Europe. The book results from the collective effort of an international and interdisciplinary team of teachers and researchers in spatial planning and design. The project addresses innovation in higher education at the interface of disciplines, landscapes and digitalisation. The CO-LAND Project has been co-funded by the ERASMUS+ 2017 programme of the European Union under the Key Action 2 ”Cooperation for innovation and the exchange of good practices” and supported action ”Strategic Partnerships for Higher Education” with the identification no. 2017-1-RO01-KA203-037161.This report divides into three major parts; the why, the what and the how of the CO-LAND project:Part A describes the innovative teaching approach and methodology applied and further developed during the project. Chapter 2 contains the six dimensions of curriculum innovation, such as bridging the scales of planning, integrating academic disciplines, and including community and stakeholder perspectives. Chapter 3 highlights the underlying theories and teaching methods for integrated planning and design; the concept of landscape, educational constructivism, competences for sustainable development, the integrated planning and design framework and the principles of blended learning.Part B explains the relevance of coastal areas for current global developments related to the UN Sustainable Development Goals (Chapter 4) and their suitability as a study and research issue for planning and design disciplines, illustrated by the examples of the Sand Motor and the BlueHealth project (Chapter 5). Moreover, it shows the subject-specific, methodical, (inter) personal and generic competences and learning outcomes that form the basis of the curriculum. It presents the topics, exercises and references to the main lectures of the online course. It concludes with the outline of the integrated CO-LAND Case Study Assignment that students carry out through all phases of the online course (Chapter 6).Part C focuses on the implementation and dissemination process. Showing the practical steps based on the CO-LAND experiences, it describes how to set-up a blended learning project, presenting the elements of the online area and modes of student participation and the assessment strategy (Chapter 7). Chapter 8 presents the organisation of on-site workshops, with the selection of stakeholders, a preparatory visit, and schedule of the intensive programme. The fourth workshop presents a blended form that was able to deal with the challenges of the COVID-19 pandemic. The process of monitoring and evaluation for quality management is explained in a process chartand an overview of the quality objectives and indicators. Examples of the results of the survey of students give an impression of the outcomes (Chapter 9). Chapter 10 presents the dissemination of the project: the objectives, targetgroups, methodology and actions for communication and sharing the results. An online multiplier event forms part of it. The report concludes with the findings of the project and summarises recommendations for university teaching. The main recommendations are to improve the interactive learning platforms to allow for increased possibilities of participatory or collaborative design and more frequent iterative feedback to learners. In addition, one should be prepared to organise Intensive Student Programmes and workshops in a way that a blended form of on-site and online work can create a productive learning and working environment.

The construction is generally the last phase of the design process, and definitely plays an important role for the project’s success after realisation. Nevertheless, it is not always easy to simulate this phase in a purely academic environment and outside of real practice. Although it is a usual academic custom to teach landscape construction in specific modules and courses, the strong interrelation between the conceptual phase of design and the execution planning means that the construction process is very relevant to ensure satisfying design results. Hence, landscape construction has to be seen as a part of a holistic design process, creating sustainable design solutions in various contexts, respecting complex spatial frame conditions as well as particular cultural and social identities. This ambition raises a couple of methodical and didactic questions: how can the creative process of landscape design and the outcomes of its different phases be described? How can the awareness of students for complexity and holistic thinking be trained? Which approved and innovative teaching methods are suitable? Which teaching elements, especially regarding landscape transformation and construction, can be implemented? The book chapter tries to give some answers to these questions. It begins with the general approach of interpreting landscape transformation as a circular process. The second section will discuss different methods of teaching landscape construction, most specifically the relationship and the interaction between deductive/inductive teaching and learning approaches. Finally, the implementation of the methodology in landscape education is shown and elaborated upon through different types of typical academic contents and students’ work results.