LEARNING ACTIVITIES FOR HUMAN DEVELOPMENT COORDINATED FOR THE PROJECT MODULE: COMPOSITION, PROJECTS AND URBANISM.

This article exposes the application of an innovative coordination methodology, through different activities, in matters of urban planning in the search to improve human development in the particular context of learning sustainable project dynamics at various scales.

The selected activities exposed are part of the subjects: Urban Areas and Sustainable Design, from the 2nd year, City Planning, from the 3rd year, City Workshop, taught in the 4th year, and Territory and Landscape Planning, from the 5th year of the degree. These four subjects are part of the urban planning sub-module (Table 1) included in the Design Module: Composition, Projects, and Urban Planning [1], and are compulsory as the subject matter of the specialty, within the degree in Fundamentals of Architecture.

These subjects have common general learning objectives, emphasizing obtaining knowledge of the planning mechanisms of the territory and the city, as well as the understanding and analysis of the relationships of territorial and urban planning with geographical, socioeconomic, ecological, and of environmental sustainability. From the transversality, it is sought that human development is integrated into the understanding of the concept of urban fact. In this way, the complexities of these notions are transcended to the actions of the various urban fabrics, functional models, economic realities, and environmental challenges [2].

For this, coordination meetings were established prior to the beginning of the course between the teachers of the subjects, which served to deploy a series of learning activities agreed upon among them. Activities that have been developed through different experiential learning methodologies [3] such as Project-Based Learning -PBL- and Challenge-Based Learning -CBL-, as well as other methodologies such as cooperative learning, practice-based learning, workshop teachings, and in-field experiences.

Are presented here the specific activities that have helped the development of transversal and general competencies that allow linking the contents of the subjects with human development at a local level, with specific territorial problems, and the Sustainable Development Goals -SDGs- [4] initiative promoted by the United Nations Organization worldwide.

Among the different training objectives of the module's subjects, is that students gradually delve into the complex challenges that the new millennium holds for humanity and acquire the largest number of response tools. This coordination has allowed and will allow students to acquire the necessary resources to prospect the complexity of the territory, taking into account sustainable development from the large scale to the local scale with appropriate interventions that guarantee human development.

References

1. Registro de Universidades Centros y Títulos. https://www.educacion.gob.es/ruct/solicitud/datosModulo!consulta.action?codModulo=3&actual=menu.solicitud.planificacion.materias, (acceso el 16 febrero 2022)
2. H.I. Naranjo Henríquez. Agotamiento del territorio. El caso de Gran Canaria. [Tesis Doctoral] Universitat Politècnica de Catalunya (UPC), 2010.
3. P.M. De Souza Sánchez, R. Godoy Rodríguez. A.B.P. real de promoción de la arquitectura, el arte y la naturaleza de La Orotava, en: J. Sierra Sánchez, M. Antón Barco (Eds.), De la Polis a la Urbe a través de miradas interdisciplinares. McGraw-Hill, 2021, pp. 715-740. DOI: https://doi.org/10.5281/zenodo.6372910  Handle: http://hdl.handle.net/11268/10900
4. United Nations Development Programme. https://www.undp.org/es/sustainable-development-goals (acceso el 16 febrero 2022)