The Brave New World Master Thesis studio at the Faculty of Architecture of KU Leuven University operates in the space between design, critical fiction and speculative futures.
Set up as an urban futures think-tank, the framework of the studio positions architecture as a critical medium to articulate the unknown – and in some ways unknowable – futures.
The objective is to identify strategic design agendas and enable alternative development patterns to leverage empowered responses to 21st century global challenges.
The studio examines the entangled local and global implications of our changing habitat. Using speculative design techniques, future worlds are envisioned in response to the complex questions facing us today. Framed by the ‘what if’ question, the studio opens up spaces of debate, research and imagination.
Brave New World offers an alternative design lens to examine how our urban existence could be, to imagine alternative trajectories and investigate what future we collectively want. ‘The City’ forms the studio’s playing field and the research-by-design process is led by the central question; what is the future of the city, or conversely, what will be the city of the future?
IG: bravenew_worlds
The document discusses various topics related to pedagogy in architectural design teaching including:
- The definition and aims of pedagogy as the science and art of education.
- Approaches to teaching architectural design such as problem-based learning and team-based learning.
- Frameworks for effective lesson delivery including gaining attention, reviewing material, presenting new information, and providing practice and feedback.
- The development of pedagogical content knowledge in early career teachers through tools like content representations.
- Historical developments in architectural design and modernism's emphasis on function in all design.
This document provides an introduction and overview of a project exploring how to promote entrepreneurship and sustainability values in young students. It identifies three main focus areas of the project: education, entrepreneurship, and sustainability. These areas are interlinked. The document outlines the project's objectives of educating youth about sustainability, creating a service network to help innovative ideas become sustainable businesses, and raising awareness of training entrepreneurs for a circular economy. Primary research included ethnographic research with students and teachers and interviews with entrepreneurs to inform the project scope and opportunities.
Identify present & future urban challenges. Use design thinking to prototype solutions. Develop leadership to bring them back to your context. Register now!
Identify present & future urban challenges. Use design thinking to prototype solutions. Develop leadership to bring them back to your context. Register now!
Open Prototyping - An early stage process modelDrew Hemment
An early stage process model for open prototyping – Version 1.0.
FutureEverything has developed a model we call open prototyping. Our labs create concepts and prototypes that spark imagination and ask questions about the implications of new technology. Ideas can then be demonstrated at the scale of a city through our festival.
Open prototyping is to develop and test a concept or process through input of external contributors. Our projects are open to many contributors and also are often made with a public audience in mind. They benefit from the co-creation of many external contributors and the interface to a real public.
Read blog post http://futureeverything.org/news/open-prototyping-alpha
FutureEverything and University of Dundee
The Opendesign+ project deals with contemporary design problems and opens opportunities for collaborative and open design. It supports an alternative design methodology based on free exchange of information. The project aims to promote open design and projects that benefit society. Designers alone do not know what is best for users, so users should be included in the design community to re-establish the direct link between designers and users. A challenge is submitted and reviewed, then made accessible in the Opendesign+ database for students to investigate, design prototypes, and present solutions in collaboration with other participating schools.
The document discusses various topics related to pedagogy in architectural design teaching including:
- The definition and aims of pedagogy as the science and art of education.
- Approaches to teaching architectural design such as problem-based learning and team-based learning.
- Frameworks for effective lesson delivery including gaining attention, reviewing material, presenting new information, and providing practice and feedback.
- The development of pedagogical content knowledge in early career teachers through tools like content representations.
- Historical developments in architectural design and modernism's emphasis on function in all design.
This document provides an introduction and overview of a project exploring how to promote entrepreneurship and sustainability values in young students. It identifies three main focus areas of the project: education, entrepreneurship, and sustainability. These areas are interlinked. The document outlines the project's objectives of educating youth about sustainability, creating a service network to help innovative ideas become sustainable businesses, and raising awareness of training entrepreneurs for a circular economy. Primary research included ethnographic research with students and teachers and interviews with entrepreneurs to inform the project scope and opportunities.
Identify present & future urban challenges. Use design thinking to prototype solutions. Develop leadership to bring them back to your context. Register now!
Identify present & future urban challenges. Use design thinking to prototype solutions. Develop leadership to bring them back to your context. Register now!
Open Prototyping - An early stage process modelDrew Hemment
An early stage process model for open prototyping – Version 1.0.
FutureEverything has developed a model we call open prototyping. Our labs create concepts and prototypes that spark imagination and ask questions about the implications of new technology. Ideas can then be demonstrated at the scale of a city through our festival.
Open prototyping is to develop and test a concept or process through input of external contributors. Our projects are open to many contributors and also are often made with a public audience in mind. They benefit from the co-creation of many external contributors and the interface to a real public.
Read blog post http://futureeverything.org/news/open-prototyping-alpha
FutureEverything and University of Dundee
The Opendesign+ project deals with contemporary design problems and opens opportunities for collaborative and open design. It supports an alternative design methodology based on free exchange of information. The project aims to promote open design and projects that benefit society. Designers alone do not know what is best for users, so users should be included in the design community to re-establish the direct link between designers and users. A challenge is submitted and reviewed, then made accessible in the Opendesign+ database for students to investigate, design prototypes, and present solutions in collaboration with other participating schools.
Origin of Spaces - Research Brochure - innovative practices for sustainable m...Christiaan Weiler
Organisations from five European countries have joined forces on a three year journey to share existing know-how and explore new practices related to coworking ecosystems. However, as with every journey, the project began with a period of reflection and preparation, an opportunity to learn new work languages, structures and methods: “Where have we come from?”, “Where are we going?”, “What should be taken forward?”. In addition there were specific questions and discussions on the meanings behind our coworking ecosystems themes, namely multidisciplinary coworking, local partnerships, ecological transition, participatory governance and social entrepreneurship. This report provides the history of our preparation for constructing a coworking toolbox. It focuses on the wealth of local background material unearthed by the partners and, by identifying the most relevant points, helps explain how the map to guide our journey began to take shape.
The information you are about to discover will help explain why we believe that coworking and the creation of multidisciplinary creative clusters (also known as ecosystems or the Third Place) provide an innovative approach for European entrepreneurs and professionals to work collaboratively through improved communication and networking, in order to create new economic opportunities and benefit society.
The document discusses developing a new curriculum module that teaches design students about biomimicry. Biomimicry is an approach to design that is inspired by nature. The module will be interdisciplinary, involving graphic, industrial, and surface design students. It will use biomimicry as both the topic of study and the process for designing. The module aims to teach students sustainable design approaches and empower them to innovate responsibly. It will go through three phases: learning the biomimicry methodology, applying it to short exercises, and working on a collaborative project using biomimicry. The goal is to help students design solutions that are locally attuned and environmentally friendly.
Design schools have the potential to play an important role as agents of sustainable change by establishing Design Labs within each school. Design Labs can help facilitate new open and collaborative design networks by using student and teacher skills to investigate local sustainability initiatives, support co-design processes, provide visions and proposals, communicate solutions, empower communities, replicate promising models, and synergize systemic changes. For example, the Nutrire Milano project in Milan demonstrates how a Design Lab is supporting the regeneration of short food supply chains in the city.
Design schools have the potential to play an important role as agents of sustainable change by establishing Design Labs within each school. Design Labs can use design classes and research to stimulate and support open, collaborative design networks in various ways, such as investigating local resources, facilitating co-design processes, visioning future scenarios, communicating social innovation initiatives, enabling communities, replicating successful organizations, and synergizing systemic changes. For example, the Nutrire Milano project in Milan demonstrates how a Design Lab operates within emerging design networks to regenerate the local food system through community-driven solutions.
The applicant is interested in Harvard's GSD for its multicultural perspective on architecture and ability to develop international leaders. Their goal is to create distinguished architecture through careful analysis of social groups' design interests. They were drawn to architecture through exposure to diverse cultures and styles in Puerto Rico, Spain, and Colorado. They have started two successful businesses and led student organizations to gain experience outside of school. The applicant believes Harvard is the only school that can help them further develop the skills and knowledge needed to shape architecture according to social and environmental conditions.
Kerstin Höger: Role of Scalability within Campus SustainabilityISCN_Secretariat
This document summarizes a discussion on scalability within campus sustainability. It addresses how universities can leverage core research and teaching to scale sustainability training worldwide while being responsive to local contexts. Current approaches to developing sustainable solutions often fail to have global impact because they are too reductionist or general. While products and technologies have finite scalability, concepts, strategies and processes can potentially scale with consideration for specific local contexts. The discussion focused on defining scalability within campus sustainability and identifying attributes of sustainable solutions that enable scalability.
DESIGN FOR AGEING ANG HAPPINESS By HKDILWLDESIS Lab, Social Design Research G...desis_uk
This project involved students from the Hong Kong Design Institute collaborating with elderly residents in Tseung Kwan O, Hong Kong to address how the poorly designed physical environment affected residents' happiness. Students engaged with residents to understand what brought them joy and their creative solutions to communal spaces. Over a three-week period, students and residents collectively mapped the area, shared ideas, and made designs together, culminating in a community parade and exhibition to share their process and outcomes with the local communities. The goals were to trigger new ideas about design among residents and demonstrate social design approaches to students.
Origin of Spaces - Research Source Book (screen) innovative practices for sus...Christiaan Weiler
Antonio Machado - Campos de Castilla - 1912
"... Caminante, son tus huellas el camino, y nada más; caminante, no hay camino, se hace camino al andar. Al andar se hace camino, y al volver la vista atrás se ve la senda que nunca se ha de volver a pisar. ...”
1. Preface
It is dawning on many of us that the current pace and direction of society is difficult to keep up for very long. When in the post-world-war period the pursuit of (individual) achievement seemed the key force of collective development, now the nature of the achievement is very much at the heart of our concerns. Sharing and respecting the environment, be it social, capital or natural, must now regain a central position in community management. Simultaneously the means available for this common task are more and more distributed. More than ever must one ask what one can do for the community, rather than what the community can do for us.
If this project can establish the relevance of the multidisciplinary approach to global sustainability, it will be succesful. All participants, and all of their partners, will be dealing with our subject hands on. This means, once again, to break out of conventional silos so that professionals with different expertise can share insights and work side by side for the common goal.
Once the individual participants of the project recognise the shared motivation, the matter can be improved, embodied and disseminated - through the work in progress and the distribution of the results. Everyone will have the occasion to relay the subject in new links with organisations and city councils on local level, bringing together the actors within a common framework. The nature of 'change management' will need the implication of key-stake-holders on a regional level. Developping and distributing tested contents will convince captains of governance and industry to support the agents of the new models. The rich and diverse context of european culture will be a favourable background for innovating community-management with the resilience of a hybrid multi-faceted approach. When we come out with a 'best-practice'-based toolbox, developed on field work, we will be ready to share the expertise, and promote this complementary and crucial frame of innovation.
2. Research Outcomes
This research report is part of the Erasmus + project. It is the result of the initial phase, and concentrates on the task of assessing the existing practices of the five partners. The results of the research is be the basis of the second and final phase - the Toolbox development. The Toolbox is destined to enable other individuals or groups to learn the basics of setting up multidisciplinary social entrepreneur clusters.
Learning In An Open World Vision Statement 25 Novgrainne
This document outlines a research program exploring the implications of an increasingly open learning environment. The program will examine openness in design, delivery, evaluation, and research of education. It will define openness in each context and consider issues like sharing the design process, adopting open delivery models, using learner data for evaluation, and capitalizing on open access research. The goals are to better understand open educational resources, foster communities around teaching ideas, and ensure learning leverages the latest research. Benefits include increased sharing, transparency, and reputation for leading open education. The roadmap details activities to develop the vision, theoretical frameworks, partnerships, and case studies evaluating outputs. Resources will focus on external funding but also internal support to ensure strategic alignment
How project managers influence sustainable development.PMIUKChapter
With COP26 looming ever closer, the project management profession needs to accelerate developing our knowledge and skills to align our operations with our ambitions. Arup Director Rob Leslie-Carter joins us to discuss the route to achieve net zero through programmes and projects, and how every project manager can influence sustainable development.
Speaker
Rob Leslie-Carter is a Director with Arup based in London. He has worked around the world with Arup for 28 years, and specialises in the planning, set-up, leadership and delivery of complex infrastructure and property projects both on client side and as leader of multidisciplinary teams.
His project track record includes the Beijing Olympics Water Cube, the Laban Dance School in Deptford, New Acton Nishi in Canberra, Greenhouse by Joost in Sydney, and currently Europe’s biggest project High Speed 2.
Rob is a regular public speaker on leadership, project management, organisational culture, the future of work, and the road to Net Zero, and is a guest lecturer at the Bartlett at UCL and previously at University of New South Wales
The document discusses trends that will shape the future of project management:
1. Globalization and virtual teams - Advances in technology enable more virtual and distributed project teams that cross borders and time zones. This increases access to diverse talent but also challenges of managing remote teams.
2. Open innovation culture - Industries are increasingly tapping outside ideas through crowd-sourcing and collaborating across traditional boundaries to develop new solutions.
3. Changing workforce demographics - Younger generations entering the workforce have different expectations about career development that value flexibility, purpose and work-life balance over long-term commitments.
30 Exciting Architecture Thesis Topics to Explore in 2024.Chandresh Chudasama
30 Exciting Architecture Thesis Topics to Explore in 2024. Discover a diverse range of engaging architectural thesis ideas to inspire your research and creativity.
Architecture Thesis: A culmination of years of rigorous training, sleepless nights, numerous submissions, and unforgettable memories—the grand finale! It's a true test to demonstrate all the skills acquired through the years in one project.
In today’s rapidly changing world, organizations and societies are struggling with the
complexity and uncertainties of emerging issues and challenges in the current dynamic
environment (Conklin, 2005; Snowden & Boone, 2007). Designers have a strategic role in
helping organizations to deal with this complexity and uncertainty by developing artefacts
that help experiencing possible futures (Maessen, van Houten, & van der Lugt, 2018).
Preliminary findings from our research showed that people with some help readily engage in
exploring far futures, yet have difficulties afterwards to distill next steps for the near future
while resisting the dominant collective pull to the comfort zone of current paradigms and
daily routines (Maessen, 2019). We therefore developed a workshop format, containing a
set of interventions and tools to guide people to engage in exploring far away possible
futures and link these back to anticipating actions in the present.
Historically, architecture served the powerful elites, but some mid-20th century architects showed sensitivity to differential social needs. However, standardization and consumer designs shifted focus back to "generics" lacking contextual sensitivity. This fails to address needs requiring special attention.
The article focuses on architecture for special needs and highlights three design issues: 1) Critical context and user sensibility, 2) Flexibility in design, and 3) Evidence-based design. Several student projects are discussed that exemplify these principles, showing sensitivity to context, flexibility, and consideration of user needs through research. The projects address special needs through inclusive, sustainable designs that rehabilitate and empower vulnerable groups in Bangladeshi society.
This document summarizes an article about how design thinking can help lead social innovation. It discusses three case studies where public managers applied design approaches to tackle social issues. In Lewisham, UK, design helped redefine how an organization dealt with homelessness. In Odense, Denmark, design transformed services for mentally handicapped adults. In Adelaide, Australia, design radically redesigned interventions for at-risk families. The document explores how design thinking makes problems visible, allows new perspectives, and focuses on concrete changes. It discusses the challenges of gaining support for design approaches and documenting long-term impact.
Emerge is a 28-month, JISC-funded project involving over 28 institutions and 210 participants. The project aims to support the formation of an effective and sustainable community of practice around the Users and Innovation Development Model using Web 2.0 technologies. Emerge provides a platform for sharing ideas and resources to improve educational technology development projects through community development processes and social networking. The future of Emerge envisions continuing the community as a space for sharing practices and ideas related to learning technologies and serving as a front-end for people working in educational technology development.
Co-imagineering the future university APT17 4 July 2017Chrissi Nerantzi
This document summarizes a workshop on co-imagining the future university held at Greenwich University. The workshop was divided into starter, main course, and dessert sections. In the starter, participants co-imagined future universities in small groups by developing brands, logos, and models. The main course presented findings from a study on open educational practices and boundary crossing. It discussed opportunities and challenges of boundary crossing. The dessert had participants revisit their models and connect ideas to their practice. The workshop concluded by discussing a potential new model for academic development and higher education based on cross-boundary communities.
Origin of Spaces - Research Source Book (print) - innovative practices for s...Christiaan Weiler
The Origin of Spaces project is a three-year collaboration between organizations in five European countries to share knowledge and explore innovative coworking practices. The project involves researching themes like multidisciplinary coworking, local partnerships, ecological transition, participatory governance, and social entrepreneurship. Partners conducted background research and interviews in their local areas to inform the creation of an online toolbox to share knowledge and skills related to sustainable coworking ecosystems.
A Practical Guide To Better Research And Writing For Design StudentsKayla Smith
This document provides guidance to design students on identifying a subject for a dissertation, thesis, or research and writing assignment. It discusses generating ideas through imagination, observation, and introspection. Students are encouraged to explore their inner interests and let ideas emerge from their subconscious. Brainstorming techniques like making lists and sketches are recommended to organize scattered ideas. Narrowing options by thorough examination and research allows a single topic or "inner seed" to be selected.
Practical eLearning Makeovers for EveryoneBianca Woods
Welcome to Practical eLearning Makeovers for Everyone. In this presentation, we’ll take a look at a bunch of easy-to-use visual design tips and tricks. And we’ll do this by using them to spruce up some eLearning screens that are in dire need of a new look.
Explore the essential graphic design tools and software that can elevate your creative projects. Discover industry favorites and innovative solutions for stunning design results.
Contenu connexe
Similaire à BRAVE NEW WORLD Architecture Masters Studio 2021-22_Caroline Sohie
Origin of Spaces - Research Brochure - innovative practices for sustainable m...Christiaan Weiler
Organisations from five European countries have joined forces on a three year journey to share existing know-how and explore new practices related to coworking ecosystems. However, as with every journey, the project began with a period of reflection and preparation, an opportunity to learn new work languages, structures and methods: “Where have we come from?”, “Where are we going?”, “What should be taken forward?”. In addition there were specific questions and discussions on the meanings behind our coworking ecosystems themes, namely multidisciplinary coworking, local partnerships, ecological transition, participatory governance and social entrepreneurship. This report provides the history of our preparation for constructing a coworking toolbox. It focuses on the wealth of local background material unearthed by the partners and, by identifying the most relevant points, helps explain how the map to guide our journey began to take shape.
The information you are about to discover will help explain why we believe that coworking and the creation of multidisciplinary creative clusters (also known as ecosystems or the Third Place) provide an innovative approach for European entrepreneurs and professionals to work collaboratively through improved communication and networking, in order to create new economic opportunities and benefit society.
The document discusses developing a new curriculum module that teaches design students about biomimicry. Biomimicry is an approach to design that is inspired by nature. The module will be interdisciplinary, involving graphic, industrial, and surface design students. It will use biomimicry as both the topic of study and the process for designing. The module aims to teach students sustainable design approaches and empower them to innovate responsibly. It will go through three phases: learning the biomimicry methodology, applying it to short exercises, and working on a collaborative project using biomimicry. The goal is to help students design solutions that are locally attuned and environmentally friendly.
Design schools have the potential to play an important role as agents of sustainable change by establishing Design Labs within each school. Design Labs can help facilitate new open and collaborative design networks by using student and teacher skills to investigate local sustainability initiatives, support co-design processes, provide visions and proposals, communicate solutions, empower communities, replicate promising models, and synergize systemic changes. For example, the Nutrire Milano project in Milan demonstrates how a Design Lab is supporting the regeneration of short food supply chains in the city.
Design schools have the potential to play an important role as agents of sustainable change by establishing Design Labs within each school. Design Labs can use design classes and research to stimulate and support open, collaborative design networks in various ways, such as investigating local resources, facilitating co-design processes, visioning future scenarios, communicating social innovation initiatives, enabling communities, replicating successful organizations, and synergizing systemic changes. For example, the Nutrire Milano project in Milan demonstrates how a Design Lab operates within emerging design networks to regenerate the local food system through community-driven solutions.
The applicant is interested in Harvard's GSD for its multicultural perspective on architecture and ability to develop international leaders. Their goal is to create distinguished architecture through careful analysis of social groups' design interests. They were drawn to architecture through exposure to diverse cultures and styles in Puerto Rico, Spain, and Colorado. They have started two successful businesses and led student organizations to gain experience outside of school. The applicant believes Harvard is the only school that can help them further develop the skills and knowledge needed to shape architecture according to social and environmental conditions.
Kerstin Höger: Role of Scalability within Campus SustainabilityISCN_Secretariat
This document summarizes a discussion on scalability within campus sustainability. It addresses how universities can leverage core research and teaching to scale sustainability training worldwide while being responsive to local contexts. Current approaches to developing sustainable solutions often fail to have global impact because they are too reductionist or general. While products and technologies have finite scalability, concepts, strategies and processes can potentially scale with consideration for specific local contexts. The discussion focused on defining scalability within campus sustainability and identifying attributes of sustainable solutions that enable scalability.
DESIGN FOR AGEING ANG HAPPINESS By HKDILWLDESIS Lab, Social Design Research G...desis_uk
This project involved students from the Hong Kong Design Institute collaborating with elderly residents in Tseung Kwan O, Hong Kong to address how the poorly designed physical environment affected residents' happiness. Students engaged with residents to understand what brought them joy and their creative solutions to communal spaces. Over a three-week period, students and residents collectively mapped the area, shared ideas, and made designs together, culminating in a community parade and exhibition to share their process and outcomes with the local communities. The goals were to trigger new ideas about design among residents and demonstrate social design approaches to students.
Origin of Spaces - Research Source Book (screen) innovative practices for sus...Christiaan Weiler
Antonio Machado - Campos de Castilla - 1912
"... Caminante, son tus huellas el camino, y nada más; caminante, no hay camino, se hace camino al andar. Al andar se hace camino, y al volver la vista atrás se ve la senda que nunca se ha de volver a pisar. ...”
1. Preface
It is dawning on many of us that the current pace and direction of society is difficult to keep up for very long. When in the post-world-war period the pursuit of (individual) achievement seemed the key force of collective development, now the nature of the achievement is very much at the heart of our concerns. Sharing and respecting the environment, be it social, capital or natural, must now regain a central position in community management. Simultaneously the means available for this common task are more and more distributed. More than ever must one ask what one can do for the community, rather than what the community can do for us.
If this project can establish the relevance of the multidisciplinary approach to global sustainability, it will be succesful. All participants, and all of their partners, will be dealing with our subject hands on. This means, once again, to break out of conventional silos so that professionals with different expertise can share insights and work side by side for the common goal.
Once the individual participants of the project recognise the shared motivation, the matter can be improved, embodied and disseminated - through the work in progress and the distribution of the results. Everyone will have the occasion to relay the subject in new links with organisations and city councils on local level, bringing together the actors within a common framework. The nature of 'change management' will need the implication of key-stake-holders on a regional level. Developping and distributing tested contents will convince captains of governance and industry to support the agents of the new models. The rich and diverse context of european culture will be a favourable background for innovating community-management with the resilience of a hybrid multi-faceted approach. When we come out with a 'best-practice'-based toolbox, developed on field work, we will be ready to share the expertise, and promote this complementary and crucial frame of innovation.
2. Research Outcomes
This research report is part of the Erasmus + project. It is the result of the initial phase, and concentrates on the task of assessing the existing practices of the five partners. The results of the research is be the basis of the second and final phase - the Toolbox development. The Toolbox is destined to enable other individuals or groups to learn the basics of setting up multidisciplinary social entrepreneur clusters.
Learning In An Open World Vision Statement 25 Novgrainne
This document outlines a research program exploring the implications of an increasingly open learning environment. The program will examine openness in design, delivery, evaluation, and research of education. It will define openness in each context and consider issues like sharing the design process, adopting open delivery models, using learner data for evaluation, and capitalizing on open access research. The goals are to better understand open educational resources, foster communities around teaching ideas, and ensure learning leverages the latest research. Benefits include increased sharing, transparency, and reputation for leading open education. The roadmap details activities to develop the vision, theoretical frameworks, partnerships, and case studies evaluating outputs. Resources will focus on external funding but also internal support to ensure strategic alignment
How project managers influence sustainable development.PMIUKChapter
With COP26 looming ever closer, the project management profession needs to accelerate developing our knowledge and skills to align our operations with our ambitions. Arup Director Rob Leslie-Carter joins us to discuss the route to achieve net zero through programmes and projects, and how every project manager can influence sustainable development.
Speaker
Rob Leslie-Carter is a Director with Arup based in London. He has worked around the world with Arup for 28 years, and specialises in the planning, set-up, leadership and delivery of complex infrastructure and property projects both on client side and as leader of multidisciplinary teams.
His project track record includes the Beijing Olympics Water Cube, the Laban Dance School in Deptford, New Acton Nishi in Canberra, Greenhouse by Joost in Sydney, and currently Europe’s biggest project High Speed 2.
Rob is a regular public speaker on leadership, project management, organisational culture, the future of work, and the road to Net Zero, and is a guest lecturer at the Bartlett at UCL and previously at University of New South Wales
The document discusses trends that will shape the future of project management:
1. Globalization and virtual teams - Advances in technology enable more virtual and distributed project teams that cross borders and time zones. This increases access to diverse talent but also challenges of managing remote teams.
2. Open innovation culture - Industries are increasingly tapping outside ideas through crowd-sourcing and collaborating across traditional boundaries to develop new solutions.
3. Changing workforce demographics - Younger generations entering the workforce have different expectations about career development that value flexibility, purpose and work-life balance over long-term commitments.
30 Exciting Architecture Thesis Topics to Explore in 2024.Chandresh Chudasama
30 Exciting Architecture Thesis Topics to Explore in 2024. Discover a diverse range of engaging architectural thesis ideas to inspire your research and creativity.
Architecture Thesis: A culmination of years of rigorous training, sleepless nights, numerous submissions, and unforgettable memories—the grand finale! It's a true test to demonstrate all the skills acquired through the years in one project.
In today’s rapidly changing world, organizations and societies are struggling with the
complexity and uncertainties of emerging issues and challenges in the current dynamic
environment (Conklin, 2005; Snowden & Boone, 2007). Designers have a strategic role in
helping organizations to deal with this complexity and uncertainty by developing artefacts
that help experiencing possible futures (Maessen, van Houten, & van der Lugt, 2018).
Preliminary findings from our research showed that people with some help readily engage in
exploring far futures, yet have difficulties afterwards to distill next steps for the near future
while resisting the dominant collective pull to the comfort zone of current paradigms and
daily routines (Maessen, 2019). We therefore developed a workshop format, containing a
set of interventions and tools to guide people to engage in exploring far away possible
futures and link these back to anticipating actions in the present.
Historically, architecture served the powerful elites, but some mid-20th century architects showed sensitivity to differential social needs. However, standardization and consumer designs shifted focus back to "generics" lacking contextual sensitivity. This fails to address needs requiring special attention.
The article focuses on architecture for special needs and highlights three design issues: 1) Critical context and user sensibility, 2) Flexibility in design, and 3) Evidence-based design. Several student projects are discussed that exemplify these principles, showing sensitivity to context, flexibility, and consideration of user needs through research. The projects address special needs through inclusive, sustainable designs that rehabilitate and empower vulnerable groups in Bangladeshi society.
This document summarizes an article about how design thinking can help lead social innovation. It discusses three case studies where public managers applied design approaches to tackle social issues. In Lewisham, UK, design helped redefine how an organization dealt with homelessness. In Odense, Denmark, design transformed services for mentally handicapped adults. In Adelaide, Australia, design radically redesigned interventions for at-risk families. The document explores how design thinking makes problems visible, allows new perspectives, and focuses on concrete changes. It discusses the challenges of gaining support for design approaches and documenting long-term impact.
Emerge is a 28-month, JISC-funded project involving over 28 institutions and 210 participants. The project aims to support the formation of an effective and sustainable community of practice around the Users and Innovation Development Model using Web 2.0 technologies. Emerge provides a platform for sharing ideas and resources to improve educational technology development projects through community development processes and social networking. The future of Emerge envisions continuing the community as a space for sharing practices and ideas related to learning technologies and serving as a front-end for people working in educational technology development.
Co-imagineering the future university APT17 4 July 2017Chrissi Nerantzi
This document summarizes a workshop on co-imagining the future university held at Greenwich University. The workshop was divided into starter, main course, and dessert sections. In the starter, participants co-imagined future universities in small groups by developing brands, logos, and models. The main course presented findings from a study on open educational practices and boundary crossing. It discussed opportunities and challenges of boundary crossing. The dessert had participants revisit their models and connect ideas to their practice. The workshop concluded by discussing a potential new model for academic development and higher education based on cross-boundary communities.
Origin of Spaces - Research Source Book (print) - innovative practices for s...Christiaan Weiler
The Origin of Spaces project is a three-year collaboration between organizations in five European countries to share knowledge and explore innovative coworking practices. The project involves researching themes like multidisciplinary coworking, local partnerships, ecological transition, participatory governance, and social entrepreneurship. Partners conducted background research and interviews in their local areas to inform the creation of an online toolbox to share knowledge and skills related to sustainable coworking ecosystems.
A Practical Guide To Better Research And Writing For Design StudentsKayla Smith
This document provides guidance to design students on identifying a subject for a dissertation, thesis, or research and writing assignment. It discusses generating ideas through imagination, observation, and introspection. Students are encouraged to explore their inner interests and let ideas emerge from their subconscious. Brainstorming techniques like making lists and sketches are recommended to organize scattered ideas. Narrowing options by thorough examination and research allows a single topic or "inner seed" to be selected.
Similaire à BRAVE NEW WORLD Architecture Masters Studio 2021-22_Caroline Sohie (20)
Practical eLearning Makeovers for EveryoneBianca Woods
Welcome to Practical eLearning Makeovers for Everyone. In this presentation, we’ll take a look at a bunch of easy-to-use visual design tips and tricks. And we’ll do this by using them to spruce up some eLearning screens that are in dire need of a new look.
Explore the essential graphic design tools and software that can elevate your creative projects. Discover industry favorites and innovative solutions for stunning design results.
Fonts play a crucial role in both User Interface (UI) and User Experience (UX) design. They affect readability, accessibility, aesthetics, and overall user perception.
International Upcycling Research Network advisory board meeting 4Kyungeun Sung
Slides used for the International Upcycling Research Network advisory board 4 (last one). The project is based at De Montfort University in Leicester, UK, and funded by the Arts and Humanities Research Council.
ARENA - Young adults in the workplace (Knight Moves).pdfKnight Moves
Presentations of Bavo Raeymaekers (Project lead youth unemployment at the City of Antwerp), Suzan Martens (Service designer at Knight Moves) and Adriaan De Keersmaeker (Community manager at Talk to C)
during the 'Arena • Young adults in the workplace' conference hosted by Knight Moves.
2. 2
BRAVE NEW WORLD
City of the future
Architecture Masters Thesis
Academic Supervisor : Caroline Sohie
How do we share important ideas about the futures that we will be living in together ?
Can architecture provoke a new insight, can we design and prototype a range of
possibilities, can we probe possible futures that might lie ahead of us ?
If we launch these speculative messages, with enough force that they might find
traction, and connect global audiences; we can have shared conversations about the
choices we need to make.
Urgent questions are central to the studio’s mission in researching the City of the future;
Whatrelationshipswillbeforgedwhenwehavetodealheadsonwithclimatechange?
What lifestyle and cultural changes will be needed?
How do we reconcile nature with the man-made?
The studio outcome is a provocation for collective reflection on how extreme and
incongruous the current ways we make cities really is. The project outcome is about a
future, but at the same time a mirror through which we can see the absurdity and the
catastrophic nature of business as usual.
‘ Future is a verb, not a noun.
It is something that we all play a role in, actively shaping and defining. ‘
- Liam Young
The studio is not an endpoint but rather it is the beginning of a collective conversation.
Earth Simulator - JAMSTEC / Earth Simulator Center
3. 3
The Asian City of Tomorrow - Rem Koolhaas
Dome over Manhattan - Buckminster Fuller
CONTEXT
We currently live in an era of extraordinary opportunity, where we can create
exciting new possibilities in the way we envision, plan, design and build our places of
living; providing radically new entry points to recast our world.
At the same time, two irresistible forces - change and complexity - have
never been as pertinent as now. Until recently, the notion of change was an abstract
phenomenon, removed from our day to day existence. Currently we keep adjusting our
lives, in accordance with fundamental shifts impacting our world.
Societies worldwide are in flux, challenged by volatile pressures to redefine their built,
ecological, economic and social environment, torn between wide-ranging demands, such
as a rapidly urbanising environment, scarcity of resource, climate change and the
consequences of rising inequity.
This shifting reality raises critical questions about how the practice of architecture can
adapt towards more effective agency, in order to meet the greater, more universal
challenges we face today. The Brave New World Studio takes on this challenge, by
focusing on opening imaginative perspectives and initiating a creative space for
exploration about alternative ways of being.
The research-by-design methodology is developed around the fields of; futures research
and speculative design. If we are serious about sustainability, and are open to a more
regenerative approach to city making, it is essential to develop a better understanding
on how our choices in the present can influence future outcomes.
What we are interested in, is how the theoretical lens of possible futures can be
adopted as a tools to inform our design and decision making processes, enabling us to
take a greater responsibility for our futures.
Historically architects have been at the forefront of projecting visionary futures;
translating radical, visionary ideas into architectural form. These innovative insertions
opened new imaginaries in line with evolving value systems emerging at the time.
The projects not only transformed the spaces of intervention but also brought about
more fundamental shifts in the way societies behave, for example; Buckminster Fuller’s
geodesic structures initiated early reflections on closed-loop sustainable habitats, the
Metabolists brought biomimicry to urban expansion, Archigram redefined architecture
as a dynamic temporal presence.
The question arises how in current times a counter-narrative can be launched which has
relevance and impact.
4. 4
AT A GLANCE
Framework
A framework that positions architecture as a critical medium to articulate the unknown
- and in some ways unknowable - futures.
Aim
To identify strategic design responses to tackle our 21st century global challenges.
Studio
An interdisciplinary urban futures think-tank environment, framed by the ‘what if’
question, opens up spaces of debate, research and imagination.
Method
Synergy of practice-based design, foresighting strategies and critical urban theory.
Process
The process consists of six stages; 1. Agency, 2. De-coding, 3. Envisioning, 4. Scripting,
5. Setting the agenda, 6. Speculative architecture.
Focus
The City of tomorrow; what will define the future of the city, or what will be the city of
the future?
Keywords
Brave New World, Future City, Possible Futures, Embracing Change, Speculative
Design, Worldbuilding, Urban Culture, Future Studies.
Research-by-design process - Brave New World Studio 2021-22
5. 5
THE STUDIO
The studio operates as an incubation platform to provoke informed debate on the
broader societal role of architectural practice and gain insight, through design and
critique, in one’s own engagement with a changing reality.
The space is created for students to develop personal interests, agency and urban
agendas within the ‘Future City’ conceptual framework.
The studio encourages innovative ideas that challenge the status quo and bring an
original, imaginative perspective towards building the world of tomorrow. Students
are supported through mentorship to develop a unique voice and cohesive body of
academic work, while developing strategic design thinking skills that will assist any field
of professional practice after graduation.
The studio starts by immersion and runs throug a series of collective activities in order to
familiarise oneself with the studio’s concept.
A City Futures workshop (Programme week 7) will encourage students to fully en-
gage with urban futures’ thinking and design tools, through a week-long programme of
discussion, brainstorm sessions, readings, talks and design exercises. This will enable the
development of a shared City Futures field guide; a guiding studio reference for futher
research and design development in the following stages. Students are encouraged to
propose their project city selection during the workshop week, for initial discussion and
evaluation.
As the studio progresses, the collective trajectory will transition into a personal
development trajectory. The programme activities are curated to enable the students to
incrementally establish clarity about an urgent ‘Future City’ agenda they seek to develop
into an individual thesis project.
The second part of the programme focuses on personal mentoring, combined with
collective touch moments, to support the student’s individual research-by-design work,
culminating in the final Master Thesis submission.
Critical design platform - Brave New World Workshop 2017 KULeuven
6. 6
FORESIGHT AND POSSIBLE FUTURES
‘For us futures are not a destination or something to be strived for but a medium to aid
imaginative thought—to speculate with. Not just about the future but about today as well,
and this is where they become critique, especially when they highlight limitations that can be
removed and loosen, even just a bit, reality’s grip on our imagination.’
– Dunne & Raby
At the heart of the Brave New World studio exists a future-oriented research
methodology that we will use to stimulate strategic thinking and speculative design
capabilities.
Foresight or Futures Studies is a research-driven practice of exploring expected or
alternative futures to inform strategy and in the studio’s case, design strategy.
The studio will adopt the Future Taxonomy of Hancock and Bezold (1994) and apply the
lens of “Possible futures” to analyse and envision alternative ‘Future City’ trajectories.
The formulation of a Future City foresight framework, will include;
• Identification of global and local drivers that cause profound change
• Scanning patterns of change, leading to the understanding of macro-
and microtrends
• Development of possible Future City 2051 Scenarios
• Envisioning future city states
• Tracking of divergencies and potentialities that may lead to alternative futures
The framework will form the foundation to move into testing design responses;
to identify what strategic agenda can positively impact the city’s trajectory and influence
the current conditions governing tomorrow.
The objective is to interrogate how architectural and urban design practices can
stimulate and shape a changing reality. This process can provide us as designers with
unique insights about key decisions we need to make, to enable the shift from an
extractive to a regenerative approach to our built and natural environment.
Futures Taxonomy - Adapted from Hancock & Bezold 1994
7. 7
STUDIO EXPECTATIONS
This studio is ideally suited to students who see the importance of broadening the role
of architecture, to fundamentally contribute to society and the design of a better future.
The programme is broadly framed around the research of urgent global agendas and
sharing of design strategies and tactics that can empower designers to strategically
intervene in complex contexts, whilst maximising impact leading to postive change.
The studio acts as an incubator where collective engagement and experimentation will
fast-track learning and development. This is offset by a personal trajectory, providing the
student the opportunity to develop personal agency and a unique design voice, within
the context of an individual thesis project.
It is expected that the student demonstrates a high level of autonomy in developing a
theoretical framework, contextual analysis and design. Research and enquiry form an
integral part of the thesis project. The intellectual decision-making process as well as the
investigative design development will be on-going throughout the programme.
The Brave New World studio invites students to be bold, dare to experiment and
pioneer new design grounds. The studio demands a commitment from each
participant to challenge their own established working methods and to embrace often
unfamiliar ways of working. Engagement with cross-disciplinary fields of expertise and
testing alternative conceptual frameworks form the basis for reflection and unexplored
inroads to design.
INTENT
To develop a personal position and critical discourse about the role of architectural
practice, as cultural production within a changing global and local context.
To identify strategic agendas, develop visionary strategies and create high-impact
architecture that can catalyse positive change.
House and Universe - Mary Mattingly
8. 8
CITY OF THE FUTURE
The metabolism of cities demand resource flows, logistics, energy, development, natural
and social systems, to be co-ordinated through human endeavour.
These demands, notwithstanding the emerging smartness of cities, are placing
unprecedented strain on the ability to co-ordinate and navigate the increasing frictions
between competitive demands; exacerbating the clashes of capital structures and the
diminishing resources inherent to the environmental wellbeing of cities.
A new battleground has emerged, in cities being at the tipping point to re-invent
responses which provide sustainable resilience for the future.
Currently, more than half of the world’s population lives in urban areas. The UN (2018)
predicts that by 2050, two-thirds of world population will live in cities. In 1990 there
were just 10 megacities, classed as places with populations of 10 million or more. There
are now 33 megacities and by 2030, 43 megacities are projected, mostly in developing
countries. Cities consume 75% of the world’s natural resources and account for 80% of
global gas emission (UN 2015).
The growing concentration of urban populations increases the critical importance of the
urban agenda, the need for fundamental systemic change and innovation at scale; this
will be the conceptual leitmotiv guiding our enquiry and visions for the City of the future.
Each student proposes a city that is of interest and of sufficient complexity for further
interrogation and intervention; a context one feels curious about and captivated by, to
use as the locus for in-depth research and ultimately as the setting for a personal
speculative design project. It is envisaged that, as the student’s city research develops,
also the design agenda will be articulated and lead to the selection of a relevant site for
the architectural proposal.
FINAL OUTPUT
• A series of well-crafted documents/ artefacts produced throughout the studio
programme, amplifying the creative process of exploration and experimentation.
• A speculative design intervention set within a future City context.
• An individual reflection paper; including architectural discourse, process and
articulation of the intervention.
For further guidelines, please consult the Master Dissertation Guidelines.
Planet City - Liam young
9. 9
PROCESS
Six stages define the studio’s speculative design process;
Stage 1 – Agency;
What drives an alternative social imaginary?
Throughout history, visionaries, thinkers, architects have developed visions of the
future and formulated radical ideas, provoking the status quo and levering change in line
with alternative value systems they believed in. The studio follows in these footsteps
and explores the notion of agency set against a future horizon.
The studio will interrogate historic visions of the future and benchmark architectural
reference projects that demonstrate embedded agency and take on a radical postion in
relation to the City of tomorrow.
The same line of enquiry is adopted, in the research of today’s cutting edge thinking and
wider theoretical questions about urban futures, engaging with new ideas emerging in
the realm of designers, artists, scientists to science fiction writers and filmmakers.
Against this background, the changing role of the architectural profession will be
debated and students are encouraged to reflect on how architectural practice can
engage with the notion of change and give rise to alternative perspectives on
contentious issues of our times.
Stage 2 – De-coding;
How can design embrace a complex world of uncertainty?
Inscribed within our cultured spaces are social, technological, economic, ecological and
political structures that reflect the tangible and hidden forces that create and sustain
them. Through analysis, debate and coached brainstorming sessions, the studio intends
to expose these drivers of change that impact and shape our built environment.
We search for weak signals, analyse behaviours and norms within the present that
suggest emerging patterns of change impacting at a local and global scale.
To aid the process, systems thinking is introduced to support our creative thinking
processes and de-code the possible relations and interdependencies.
This strategic scan of societal parameters informs our critical understanding of the City.
Examining undercurrents and trends, the studio will identify triggers that shift the way
societies behave and how they could shape our habitat in the future.
Building on Borrowed Land, Helsinki 2051 - Roope Piiponen, Brave New World Thesis 2020-21
10. 10
Stage 3 – Envisioning;
What are possible futures…?
At this stage we will move from the analysis of our current world, into the field of futures
research. The studio will examine how speculation about potential futures or
‘foresighting’ can intensify our design process, by countering bias and conventional
thinking patterns, and open up fresh perspectives on the challenges of our complex
world.
• We will test how the different ways we choose to look at the future, inform our
design perspective and lead to other outcomes.
• We will discover how a foresight process works and how it can be integrated within
architectural practice.
• We adopt foresighting techiques to explore the attributes of the City of tomorrow.
With the knowledge gained in stage 2, we will apply our acquired foresighting techniques
to generate a range of possible Future City scenarios. The process of testing, comparing
and evaluating the scenarios, will enable each student to deepen their knowledge and
adopt a critical postion about the conditions and change agents that will have a possible
impact on the human condition, in the short or long term future.
Stage 4 – Scripting;
Can we visualise the City of the Future ?
The emerging Future City scenarios will be shared and critiqued, leading to preferred
scenarios which will form the base to develop a selection of Future City visions for a
2051 horizon.
Combining data and contextual analysis, the studio will progress the selected scenarios
to a level of depth, that will enable us to establish a critical vision of the 2051 forward
view. As we unpack and profile the stakeholder groupings that will inhabit the Future
City, the vision will gain in granularity and will become more robust in its formation.
Similar to the development of a screenplay, we will proceed with a process of scipting the
narrative of our imagined future worlds. We will experiment with storytelling
techiques such as datavisualisation, cartographic design and collaging, to develop a
visual narrative. This will open up ways to discuss and debate alternative ways of being
and to inspire, enabling each student to reflect on one’s own critical postion and design
agenda, set within a future time horizon.
Nomadic settlements 2050 - Brave New World Workshop 2018
Alberto Bovo, Eduardo Dugaich, Endri Berberi, Orçun Yazici, Giulia Malley
11. 11
Stage 5 – Setting the agenda
Hacking the future ?
The focus of this stage will be to set an agenda and define the location and architectural
design brief within a 2051 Future City context.
The ambition is to hack the future; through a well considered architectural programme
and strategically chosen site we intend to alter the development patterns of the city,
leading to a meaningful and transformational outcome.
In order to achieve this we will plot out the speculative evolution between the now and
the future and identify how we can influence points of inflection ; events that result in a
significant change of the city’s trajectory.
Examples of an urban agenda could be; How could a regenerative type of urbanisme
renew the city’s broken relationship with nature? How would an infrastructure of health
transition our ecosytem? What could be a new typology for digital data centres and
how wil they redefine our city centres? How would we live together in a radical sharing
economy?
The strategic act of reimagining, destabilising and reconfiguring the status quo is
powerful as it has the propensity to influence the conditions governing tomorrow.
Stage 6 – Speculative architecture
Designing for the future or designing the future ?
The speculative design process ultimately transcends into a 2051 spatial proposal;
the medium of architecture is used in all its capacity to materialise the set City agenda
and translate it into a compelling expression.
Its mere existence is radical as it raises critical debate about urgent themes, exposes
opportunities and shortcomings in our current approach to cities and can encourage
people’s imaginations to flow freely, leading to new social imaginaries.
Urban design strategies will be tested to maximise the project’s leverage to impact on
the hard- and software of the City. In parallel, a spatial language will be evolved which
expands on the architectural palette to reinforce the project’s ambition; including the
study of morphology, poetics of space, programming, performance, structure and
materiality.
An ecosystemic approach is promoted, whereby the dynamic exchange between
architecture and context leads to co-generating value and can catalyse change at the
scale of the spatial intervention, the scale of the City and the macro level of society.
The studio’s exploratory journey culminates in a grounded design vision and
architectural proposition which reflects the student’s personal voice and position
towards the City of the Future.
Force Majeure: Futura – Jeanne Schultz, Danielle Eke
12. 12
REFERENCES
Futures and design
Arup Foresight. 2019. 2050 Scenarios. Available:https://foresight.arup.com/publica-
tions/ 2050-scenarios/ [2020, 01 September].
Arup foresight. Drivers of change. Available: http://www.driversofchange.com/. [2020,
01 September].
Bachelard, G. 1969. Poetics of Space. Boston : Beacon Presse
Christodoulou, A. 2013. Parametric Massing Optimisation Tools. Delft: TU Delft. Available:
https://repository.tudelft.nl/islandora/object/uuid%3Aae68639f-c231-4750-9098-
76cb029f7227. [2020, 01 September].
Buckminster Fuller, R. 1969. Operating Manual for Spaceship Earth. Zurich: Lars Müller
Publishers.
de Graaf, R. 2017. Four Walls and a Roof: The Complex Nature of a Simple Profession. Har-
vard: Harvard University Press.
Dick, P.K. 1978. How to Build a Universe That Doesn’t Fall Apart Two Days Later. Availa-
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Dunne, A. & Raby, F. 2013. Speculative Everything, Design, Fiction, and Social Dreaming. MA:
MIT Press.
Franklin, K. & Till, C. 2018. Radical Matter Rethinking Materials for a Sustainable Future.
New York: Thames & Hudson
Graham, J., Blanchfield, C, Anderson, A. Carver, J. & Moore, J. 2016. Climates: Architec-
ture and the Planetary Imaginary. New York: Columbia Books.
Hyde, R. 2012. Future Practice: Conversations from the Edge of Architecture. New York:
Routledge.
Institute without Boundaries, Mau, B. 2004. Massive Change: A Manifesto for the Future of
Global Design: A Manifesto for the Future Global Design Culture. New York: Phaidon.
Kallipoliti, L. 2018. The Architecture of Closed Worlds, Or, What Is the Power of Shit? 2018.
Zurich: Lars Müller Publishers
Levitas, R. 2013. Utopia as Method. The Imaginary Reconstitution of Society. Hampshire:
Palgrave Macmillan UK.
Moore, R. 2012. Why We Build. London: Picador.
Shaw, J.K. & Evison, T.R. (eds.) 2017. Fiction as Method. Berlin: Sternberg Press.
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Voros, J. 2001. A Primer on Futures Studies, Foresight and the Use of Scenarios. In Prospect,
the Foresight Bulletin, no. 6 (December 2001). Available at https://thevoroscope.com/
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Change and cities
Alberti, M. 2016. Cities That Think like Planets. Complexity, Resilience, and Innovation in
Hybrid Ecosystems. Washington: University of Washington Press.
Burdett,R., Rode,P. (eds). 2018. Shaping Cities in an Urban Age. London: Phaidon Press.
Aranda,J., Kuan Wood, B. & Vidokle, A. (eds). E-flux journal: The Internet Does Not Exist.
2015. Berlin: Sternberg Press.
Davis, H. & Turpin, E. 2015. Art in the Anthropocene: Encounters. London: Open Humani-
ties Press.
Easterling, K. 2014. ExtraStateCraft: The Power of Infrastructure Space. London: Verso
Books.
Hall,S., Burdett,R. (eds). 2017. The SAGE Handbook of the 21st Century City. Thousand
Oaks: SAGE Publications.
Klein, N. 2014.This Changes Everything: Capitalism vs. The Climate. New York: Simon &
Schuster.
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September].
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of-change. [2020, 01 September].
Triennale Milano.2019. Broken Nature : Design Takes on Human Survival. Available: http://
www.brokennature.org/
13. 13
ACADEMIC SUPERVISOR
Caroline Sohie
Caroline Sohie is an architect, curator and lecturer based in London.
Her practice transcends the conventional boundaries of architecture as she believes
innovationliesinthecross-fertilisationofideas,stemmingfrommanyparalleldisciplines.
Caroline is recognised for her design leadership of large public architectural and
infrastructure environments around the world, with her design skills expanding from
architecture into the realm of urban strategy and city regeneration with specialist
knowledge in development opportunities around transport nodes and infrastructure
networks. Her completed projects demonstrate a holistic and creative approach towards
city making processes as a foundation for transformative and sustainable development
visions.
After leading a wide-ranging international design portfolio for the global design and
engineering company Ove Arup & Partners (www.arup.com) in London - from rail,
aviation to projects in culture and education - she co-founded in 2017 the international
design practice INSTINCT (www.instinct.london).
Moving between speculative design research, strategy, architecture and master
planning, the practice is engaged with the potentialities of a dynamic world and offers
an alternative methodology for approaching complex design challenges that synthesises
instinct and intuition, with intelligent investigation.
Caroline’s practice further encompasses the curation and design of interactive
experiences questioning contemporary urban realities, ranging from ephemeral
installations, exhibitions and academic studio events, such as CITYDESIRED (2014)
and #FREESPACE (2019).
Caroline is a regular keynote speaker at international conferences. Her international
teaching and reviewing has included; the Architectural Association London, The Berlage
Institute Amsterdam, University of the Witwatersrand Johannesburg, University of
Cape Town and TU Delft. Since 2016 she has been tutoring the Climate Design Studio
and since 2017 she is a Masters Studio lead at the Faculty of Architecture, KULeuven
University in Belgium.
Contact: caroline.sohie@kuleuven.be