SMUA4500 Smart Cities Emneplan

The current Smart City paradigm is characterized by a human-centric approach, in which a variety of technological tools help to improve quality of life for people. The main aim of the smart city is to enhance the existing built environment, through a circular management of resources shaping sustainable cities. Nowadays smart cities are geared towards facing future multifaced environmental, social, economic and political challenges of societies. Residents are coming to the forefront in the co-creating of cities, expressing their needs with increasing interest and influencing the design of livable, sustainable cities.

Citizen Science, defined as the participation of the general public in the urban planning process with digital tools and through modern information and communication technology (ICT) has been developed as a strategy for people to integrate civilians’ ideas and wishes in the urban planning process. It adds human observation, cognition, experience and local knowledge into a scientific scheme that improves the planning, design, management and transformation of cities as a bottom-up approach where public stakeholders are key factors for better building together Smart Cities. Achieving sustainable, smart cities, frameworks such as the United Nations Sustainable Development Goals (UN SDGs), or the New Urban Agenda (UN Habitat III) have proven as solid guidelines over the years. Inclusive sustainable smart cities also foster the creation of just cities.

The main focus of this course is to gain an understanding of smart cities and connect it to the debate of sustainable cities and public engagement in theory and practice using digital tools. Further, to assess in a systematic manner smart cities (SCA) and apply digital participatory practices, aimed at increasing a greater sensitivity to the planning and design process of smart cities to shape policies. This, from the broader paradigm of smart cities through a practical application to a case study. This course will strongly collaborate with the course ‘Geographic Information System (GIS)’.

Se programplanen.

No formal requirements over and above the admission requirements.

Upon completing the course, the student should have the following outcomes:

Knowledge:

Upon successfully completion of the course, the student

• Has current knowledge on key concepts, approaches and conditions of sustainable smart cities.
• Can explain and critically reflect on the human-centred approach of sustainable urban planning of smart cities including different approaches to digital citizen’s engagement and participatory processes.
• Has advanced knowledge of methods for sustainable smart cities.

Skills:

Upon successfully completion of the course, the student

• Is able to collect and analyse primary quantitative and qualitative data using online digital tools for crowd mapping with a volunteered geographic information (VGI) approach.
• Is able to apply smart city assessment tools (SCA) through a case study to evaluate different indicators and stakeholder engagement as well as strategic needs of smart cities
• Is able to make thematic maps and present analytical results from primary data to approach a problem-solving strategy for a problem statement on the base of sustainable smart cities.
• Can make thematic maps and create strategies for assessment to approach a problem-solving strategy for identified urban problems and defined questions in the context of sustainable smart cities

General competence:

Upon successfully completion of the course, the student

• Can apply data analysis as a tool and develop strategies to develop sustainable smart cities using a problem-solving approach.
• Can communicate with specialists and the public planning problems, analytical results and potential solutions to these
• Is able to reflect on her/his own role as urban expert, particularly concerning professional and ethical positions and has a strong sense of responsibility for her/his profession

Emnet legger vekt på å anvende ny teknologi innenfor eget utdanningsprogram og utvikle læringsoppgaver/undervisningsopplegg basert på teknologien og digital kompetanse. Sentralt i dette emnet er profesjonsfelleskap, didaktisk tilrettelegging som fremmer kritisk tenkning og dybdelæring, simulering, ulike digitale verktøy og tjenester, dokumentasjon og vurdering av og for læring.

Etter fullført studie har studenten følgende læringsutbytte definert som kunnskap, ferdigheter og generell kompetanse:

KunnskapStudenten har

• kunnskaper om forskjellige teknologiske verktøy brukt i læringssammenheng
• kunnskap om yrkene som inngår i eget utdanningsprogram, også kryssløpsmulighetene og hvordan tilbudsstrukturen for videregående opplæring styres
• kunnskap om metoder, vurderings-, og dokumentasjonsformer for yrkesrelevant opplæring

FerdigheterStudenten kan

• planlegge og anvende ny teknologi i læringsoppgaver/undervisningsopplegg
• anvende ulike digitale verktøy for å illustrere reelle yrkesoppgaver
• utvikle og vurdere undervisningsopplegg som viser hvordan ny teknologi kan anvendes i ulike yrker

Generell kompetanseStudenten kan

• analysere og reflektere over egen kompetanseutvikling i studiet
• analysere læreplaner og tilrettelegge for bruk av ny teknologi på de enkelte fagenes premisser
• videreutvikle egen planlegging-, undervisning-, vurderings-, og dokumentasjonspraksis i henhold til sentrale og lokale retningslinjer og yrkenes kompetansebehov

Se punkt om arbeids- og undervisningsformer i programplanen.

Eksamen er en individuell, skriftlig semesteroppgave. I besvarelsen skal studenten drøfte erfaringer med arbeidskravene i lys av studiets læringsutbytte og relevant teori. Besvarelsen skal være på 2000 ord +/- 10%

Arbeid med eksamensoppgaven foregår i siste halvdel av emnet og innlevering er ved avslutning av emnet.

Ny/utsatt eksamen

Eksamen er en praksisrelatert oppgave. Til første ny/utsatt eksamen leveres omarbeidet versjon av semesteroppgaven. Ved senere forsøk leveres ny semesteroppgave.

Alle hjelpemidler er tillatt

Eksamen vurderes til bestått/ikke bestått

Det benyttes to interne sensorer. Tilsynssensor evaluerer vurderingsformer og vurderingsprosesser i studieprogrammet.