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<p>The module involves the ability <span style="box-sizing: border-box; margin: 0px; padding: 0px;">to<strong> reframe</strong></span><strong> relationships between self and </strong><span style="box-sizing: border-box; margin: 0px; padding: 0px;"><strong>world </strong>in</span> regenerative terms and includes awareness of a variety of relevant approaches and methods, and terminologies. It is <strong>inspired by</strong> a more-than-human view of the complex entanglements (interdependencies) between self and world <span style="box-sizing: border-box; margin: 0px; padding: 0px;">and<strong> based on </strong>a</span> series of complementary design exercises (that are themselves tangible examples of a triple loop approach: activity > analysis > action).</p>
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<h5>In our understanding of regenerative agency,</h5>
<p></p>
<p></p>
<p>- the regenerative agency cluster is a “meta-cluster” for the Creative Agency Model in general (self, world, frame, explore, engage) and makes the “transversal” register of such agency tangible in a holistic way</p>
<p>- regenerative agency resonates with related <strong>narratives on regeneration</strong> such as resilience or regenerative sustainability</p>
<p>- because regenerative agency and the ecologies of technology used to explore it anticipate a large role for technology, especially so-called “generative” systems that are fundamentally affecting our creative agency across and beyond the creative sector, the pilot module is designed to facilitate exploration of the narratives of generation and regeneration</p>
<p>- a focus on regenerative agency allows us to address generation and regeneration as matters of concern (and eventually build <strong>communities of concern</strong> (Morizot) to engage with them (see follow-up pilot modules on “engagement / actionable futures”)</p>
<p>- is open to a vocabulary designed for engagement, as one register of “more than human” design is to make concrete suggestions for engagement with and across a more-than-human world</p>
<p>- all activities lay the groundwork for effective engagement (regenerative agency has elements of “community organizing”, the community in question is the one that (gradually) comes into view depending on the learner’s initial context / site learning / position in the competence ecosystem</p>
<p>- this holistic view (of nested systems) is based on a <strong>triple loop learning</strong> framework (see below for an outline)</p>
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<p><strong>Upon completion of the module the learners will be familiar with:</strong></p>
<ol><ol><ol><ol>
<li><strong>regeneration frameworks</strong> (example: ecologies of technology, regenerative sustainability, resilience)</li>
<li> "<strong>design-for-regeneration</strong>" approaches (ex more-than-human design, environmental design) and <strong>multiple concepts of value</strong></li>
<li> approaches to assess <strong>short / mid-term / long-term (cultural, economic, environmental, social) regenerative impacts</strong></li>
</ol></ol></ol></ol>
<p><strong>Knowledge - learner is able to:</strong></p>
<ul>
<ul>
<ul>
<ul>
<li>-describe sustainability in cultural, economic, environmental and social terms</li>
<li>differentiate sustainability (sustain) and regeneration (give-more-than-take)</li>
<li>identify how certain actions affect the ecological interdependencies considering different timescales</li>
<li>identify transversal dimensions of impact</li>
<li>gain awareness of processes that deal with impact</li>
</ul>
</ul>
</ul>
</ul>
<p><strong>Skills - learner knows how to:</strong></p>
<ul>
<ul>
<ul>
<ul>
<li>choose and work with regenerative design toolkits / canvases</li>
<li>use tools to identify possible data points for decision-making</li>
</ul>
</ul>
</ul>
</ul>
<p><strong>Responsibility and autonomy - learner can:</strong></p>
<p>imagine and identify short/ mid/ long-term impact and design for mitigations and resilience considering impact dimensions</p>
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<p><strong>Lesson Overall Duration</strong></p>
<ul>
<ul>
<ul>
<ul>
<li>600 Minutes: </li>
<li>60+60 minutes (lesson duration - presence / introduction + one collaborative canvas-based activity) </li>
<li>240 minutes Contextual Research / Transfer (follow-up research to prepare next lesson)</li>
<li>240 minutes canvas-based self-directed follow-up </li>
</ul>
</ul>
</ul>
</ul>
<p><em>Note: The attendance at a course of 45 min will be counted as 1 contact hour (60 min).</em></p>
<p><strong>Group size</strong></p>
<p>25 (max) </p>
<p><strong>ECTS credit points for Module:</strong> 4</p>
<p><strong>EQF: </strong>5 / 6</p>
<p><strong>Learning Activities</strong></p>
<p><strong></strong></p>
<p>Focused on discussions in groups and canvas exercises</p>
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<p>There are two recurrent books that will be used in several lessons from this module:</p>
<ol><ol><ol><ol>
<li>Jones, P. & Van Ael, K. (2022a). Design Journeys through Complex Systems. Practice Tools for Systemic Design. BIS Publishers. </li>
<li>Bridle, J. (2022). Ways of Being. Animals, Plants, Machines: The Search for a Planetary Intelligence. Penguin Books. (consulted version eBook)</li>
</ol></ol></ol></ol>
<p>You can either buy the book, borrow it or consult it at your local library.</p>
<p>Besides these two books we provide links to other materials in the corresponding lessons. Types of materials: text, podcasts, articles, case studies, books chapters.</p>
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<p>The module will have <strong>formative assessment</strong> in the following forms:</p>
<ul>
<ul>
<ul>
<ul>
<li><strong>Peer Assessment:</strong> Assignments can be peer-reviewed to provide constructive feedback to students and promote collaborative learning.</li>
<li><strong>Classroom Discussions:</strong> Engage students in discussions to assess their understanding of topics and encourage critical thinking.</li>
<li><strong>Self-Assessment:</strong> Provide students with rubrics or criteria to evaluate their own progress and understanding.</li>
<li><strong>Homework Assignments:</strong> Assign regular homework to reinforce learning and gauge comprehension.</li>
<li><strong>Group Projects:</strong> Collaborative projects allow students to apply their knowledge and skills in a practical setting while also assessing teamwork and communication.</li>
<li><strong>Presentations:</strong> Have students present their work or findings to the class, allowing for assessment of communication and presentation skills.</li>
<li><strong>Formative Feedback:</strong> Provide ongoing feedback on assignments and assessments to guide students' learning and improvement.</li>
</ul>
</ul>
</ul>
</ul>
<p>After each lesson, a basic timely-submission-of-results check will be made; the final Assessment is a <strong>Summative Assessment</strong> that will take the form of a brief written exam that takes into account the work delivered previously and includes a transfer exercise (portfolio submission). </p>
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