studioblended https://www.studioblended.com studioblended Mon, 07 Jun 2021 15:50:46 +0000 https://www.studioblended.com en Slideshow https://www.studioblended.com/Slideshow Mon, 19 Apr 2021 11:27:40 +0000 studioblended https://www.studioblended.com/Slideshow STUDIOBLENDED &nbsp; &nbsp;ABOUTADVICEAUDIO PODCAST (RE-)DESIGN STUDIO DESIGN ANGLES RESOURCESCLIENT PORTFOLIO CONTACT EFFECTIVE&nbsp;AND RESILIENT EDUCATION - BY DESIGN(ARCHITECTURE / URBAN / DEVELOPMENT/ POLICY / LAND / WATER / CLIMATE) We are here especially for you as unique course/training coordinator, to come alongside you and partner with you, as you work on a (architecture / urban / development / policy / land / water/ climate) curriculum, so that you can offer effective&nbsp;and resilient education in its simplest form.Prefer direct contact? Feel free: tikvah@studioblended.com +31 6 42 47 29 69 RECEIVE A TAILOR-MADE QUOTATION Featured Projects https://www.studioblended.com/Featured-Projects Mon, 19 Apr 2021 11:27:40 +0000 studioblended https://www.studioblended.com/Featured-Projects ADVICEWe offer bespoke advice to individual course, training or degree coordinators. This may be in the academic world, or involve capacity development of professionals. We supervise and mentor master students and professionals. TRAINING We offer open access teacher training geared towards coordinators of courses, training sessions or degrees via our Audio Podcast ‘How to design a resilient curriculum’. RESOURCES Discover our unique philosophy and methodology in our&nbsp;Design angles. They are reflected in our&nbsp;Audio Podcast,&nbsp;publications and events. NEWSFLASH<img width="1000" height="500" width_o="1000" height_o="500" data-src="https://freight.cargo.site/t/original/i/45de99ebaf112f0d762b9a417cb7bb658514609c473507b494497ada9858e854/gradutation-hats.jpg" data-mid="214556737" border="0" src="https://freight.cargo.site/w/1000/i/45de99ebaf112f0d762b9a417cb7bb658514609c473507b494497ada9858e854/gradutation-hats.jpg" />... A very special graduation this season. Curious for more? Need a professional to come alongside you and parter with you on your bachelor/master thesis? Discover more on our page supervision of bachelor and master students.“I was recovering from a brain tumor, and - already struggling for a year - realised I was unable to structure my work and had no idea how I could ever graduate continuing in this way alone, and so I reached out for help. Tikvah strenghtened me to pick the thesis back up, in a moment that I was really down and out about it. We had to start with writing just a few lines a day, that was my tempo. I have come to trust Tikvah completely, and the approach she takes really resonates with me. I was so relieved to visualise all the knowledge in my head, it really calmed me. I am learning so many new skills in writing and communicating for the reader, to stop being so overly academic. The way Tikvah trained me with writing techniques is the invention of the century to me - it offers me structure, without being a straightjacket. I write with souplesse now and start seeing I’m actually not that bad a writer! I use it now everywhere, for my emails, for job applications - and I found a job! Now,&nbsp;I graduated too and can finally start a new page in my life.” Master thesis student memory studies, Leiden University, The Netherlands <img width="1266" height="784" width_o="1266" height_o="784" data-src="https://freight.cargo.site/t/original/i/7f08e1de9e9a81772c31f74e39d2d8f3dab2ef8abbf3dedfba69b517aabff994/Cazu-Zegers-.png" data-mid="216771493" border="0" src="https://freight.cargo.site/w/1000/i/7f08e1de9e9a81772c31f74e39d2d8f3dab2ef8abbf3dedfba69b517aabff994/Cazu-Zegers-.png" />&nbsp;Photo&nbsp;Cazu Zegers - all rights reserved Our Studio started a collaboration with the Chilean Architect Cazú Zegers who has shared a few hand drawn sketches from her renowned projects to give life to the covers of our Audio Podcast ‘How to design an effective and resilient curriculum’. The collaboration is infused with our shared passion for good educational design, and for our teachers - and ultimately, the students. Cazú has a beautiful phrase when she finishes her classes or speeches to young students: “It is essential that the vocation of the architect can be accompanied by what he or she is passionate about, be it nature, sports, culture, the community, etc. At Cazú Zegers Arquitectura we believe that if you combine your vocation and passion you will be able to find your destination. ⁠This reflection arises from the experience of Cazú Zegers where her architecture has been the product of the following equation:⁠ Vocation + Passion = Destination .” You will find her hand drawn sketches appearing incrementally as new episodes release. A common theme is the landscape. The ‘gesture figure form’ methodology is very much related to the territory and sometimes comes from the territory. “The territory is to America, as the monuments are to Europe,” says Cazú. To learn about Cazu Zegers’ work please visit: www.cazuzegers.com. Find her thesis on the territory and Instagram.&nbsp; Feel free to give us a direct call or Email us, for any question or problem you may have. tikvah@studioblended.com RECEIVE A TAILOR-MADE QUOTATION What clients say about us&nbsp;︎ Text https://www.studioblended.com/Text Mon, 19 Apr 2021 11:27:41 +0000 studioblended https://www.studioblended.com/Text Purpose https://www.studioblended.com/Purpose Mon, 07 Jun 2021 15:50:46 +0000 studioblended https://www.studioblended.com/Purpose STUDIOBLENDED <img width="5575" height="493" width_o="5575" height_o="493" data-src="https://freight.cargo.site/t/original/i/2b521cada9c2d1ad2090e8f7bbf19e733f621ce7a190b738798c0de9652c4021/STUDIOBLENDED-F2.png" data-mid="145659131" border="0" data-scale="46" src="https://freight.cargo.site/w/1000/i/2b521cada9c2d1ad2090e8f7bbf19e733f621ce7a190b738798c0de9652c4021/STUDIOBLENDED-F2.png" /> ABOUTADVICEAUDIO PODCAST (RE-)DESIGN STUDIO DESIGN ANGLES RESOURCESCLIENT PORTFOLIO CONTACT PURPOSE — Are you curious for more? Would you like to get in touch? Feel free to contact our lead directly for any questions or inquiries you may have. tikvah@studioblended.com&nbsp;+31 6 42 47 29 69 Legal statutes of association English translation of our legal statutes of association to follow. Registration Chamber of Commerce KvK-number 86242598 (Dutch)VAT identification numberNL 86 39 07 29 5 B01 Bank Account NL40 INGB 0709 6156 04 StudioBlended FoundationSWIFT/BIC: INGBNL2A Accountant&nbsp;Founders Our accounts are controlled annually by a financial advisor / accountant. <img width="1600" height="1200" width_o="1600" height_o="1200" data-src="https://freight.cargo.site/t/original/i/9c74c300a8673e5f729b54d598cfeaaefc7ae26e5d48e143710e1e7ef2453136/2022-04-28-012625000.jpg" data-mid="141133869" border="0" src="https://freight.cargo.site/w/1000/i/9c74c300a8673e5f729b54d598cfeaaefc7ae26e5d48e143710e1e7ef2453136/2022-04-28-012625000.jpg" /> On April 28, 2022, in Haarlem, our founder and lead, Tikvah Breimer (MSc MEd MSc), officially registered StudioBlended as a European based non profit foundation. The mission and vision of our Studio is to provide bespoke advice and tailor-made training so that your design for your course or training is both effective and resilient. Our vision is to make good educational design - effective and resilient - the standard for all professionals who coordinate courses or trainings. Here is our raison d’etre, as stated in article 3 of our statutes: ‘The foundation has the objective to (1) enlarge the resilience and capacities of teachers and trainers, both in higher education and beyond, (2) to design, stimulate and develop sustainably good education. The Foundation attempts to reach this objective amongst others by: -facilitating education and training for teachers and trainers, both in higher education and beyond -designing, developing, testing, implementing and evaluating educational programs and educational methods -advising universities, local governments, non govenrmental organisations and organisations for capacity development, as well as individual teachers. The Foundation does not aim to make a profit. We aim to offer the highest level of qualitative, personalised advice and training. Why a foundation? We take the long-term approach. Being a foundation allows us to ensure integrity, trustworthiness and continuity in client relationships we build.As a foundation, we never compete, but seek cross-learning from all active and inspiring players in this field. Being a non profit foundation means that all our income flows back into the foundation. This allows us to invest in sustainability and an organic approach. We don’t compromise on the golden triangle of quality, time and cost investment and therefore do pay experienced staff a fair wage. When including experts from our network and pool of freelancers, we work as an agile team. We receive independent legal and financial advice. We are here especially for you as unique course/training coordinator, to come alongside you and partner with you, as you work on a (architecture / urban / development / policy / land / water / climate) curriculum, so that you can offer effective and resilient education in its simplest form. Technical Regional https://www.studioblended.com/Technical-Regional Wed, 02 Jun 2021 09:39:48 +0000 studioblended https://www.studioblended.com/Technical-Regional STUDIOBLENDED ABOUTADVICEAUDIO PODCAST (RE-)DESIGN STUDIO DESIGN ANGLES RESOURCESCLIENT PORTFOLIO CONTACT TECHNICAL and REGIONAL —Are you curious for more? Would you like to get in touch? Feel free to contact our lead directly for any questions or inquiries you may have. tikvah@studioblended.com&nbsp;+31 6 42 47 29 69<img width="4000" height="4000" width_o="4000" height_o="4000" data-src="https://freight.cargo.site/t/original/i/11590f96162bba204036131a1b0a4c40fbb3588ccaf805c9598e3954d99d9010/map-as-graphism-2.png" data-mid="162624097" border="0" src="https://freight.cargo.site/w/1000/i/11590f96162bba204036131a1b0a4c40fbb3588ccaf805c9598e3954d99d9010/map-as-graphism-2.png" /> Europe, seen with new eyes - from the Mediterranean sea. Art as a co-lab between Tikvah Breimer, Francesco Torresani, Mattia Leone (DiARC UNINA) and Lucas Rampazzo. “Foremost, I feel very at ease knowing that Tikvah is not only an educational advisor but also someone who truly understands the urban development field. It was an enjoyable co-creation experience not starting from zero but maximizing the learnings and experience of the course implementation in the previous years.”Charmae Pyl Wissink-Nercua (she/her)Specialist in Urban Land, Housing Development and Capacity BuildingCourse Manager, Sustainable Urban Development (SUD)Institute for Housing and Urban Development Studies (IHS), Erasmus University, Rotterdam <img width="184" height="80" width_o="184" height_o="80" data-src="https://freight.cargo.site/t/original/i/3f9e494cf82abd9231854d3fd71534388f24259dda93d4b399a51f7afdc48b9e/Erasmus.png" data-mid="204968856" border="0" data-scale="34" src="https://freight.cargo.site/w/184/i/3f9e494cf82abd9231854d3fd71534388f24259dda93d4b399a51f7afdc48b9e/Erasmus.png" /> As stated in our manifesto, one of our core values is that we only work on technical matters, highly tailored for clients.We have extensive knowledge and practice in the technical fields listed below. Up-to-date with contemporary thinking and expert networks, we ensure that as a client you don’t have to start from scratch.&nbsp; We are ready to come alongside you, effectively and efficiently. REGIONAL As a European-based Studio, we take a special interest in working in Europe, in particular in The Netherlands, and in the South of Europe.We also work closely with countries in Latin America. TECHNICAL FIELDSARCHITECTUREAll kinds of combinations of the below, open building, modular. URBAN Planning: urban/regional governance, peri-urban interface, urban-rural connections,&nbsp;urban planning, masterplans.Urban land: land markets, land law, land policy, land instruments, land value capture, land based finance, how land is the fundament under both planning and housing. Land administration: cadastre, land administration, ‘fit for purpose’ approaches.Spatial: geospatial analysis/GIS and GPSHousing: incremental housing, urban housing projects, social housing, informality. DEVELOPMENTMacro factors: inequality, macro politics/economics/sociology, structural factors, legitimate democratisation processes. POLICY Regional, national, metropolitan and urban policy.WATERWater: access to affordable safe water, piped water, WASH projects. CLIMATE Climate change, eco-systems, forests, climate adaptation, biodiversity, forests, GIS analysis, biodynamical agriculture, microclimate, heat islands. We are here especially for you as unique course/training coordinator, to come alongside you and partner with you, as you work on a (architecture / urban / development / policy / land / water climate) curriculum, so that you can offer effective and resilient education in its simplest form. <img width="4000" height="4000" width_o="4000" height_o="4000" data-src="https://freight.cargo.site/t/original/i/45c6fb0470543532e370178ffdeabd33f4a9bf711c03f5b44f1c0d2f3b1b7276/map-as-graphism-1.png" data-mid="162624100" border="0" src="https://freight.cargo.site/w/1000/i/45c6fb0470543532e370178ffdeabd33f4a9bf711c03f5b44f1c0d2f3b1b7276/map-as-graphism-1.png" /> Blended https://www.studioblended.com/Blended Tue, 25 May 2021 12:26:02 +0000 studioblended https://www.studioblended.com/Blended STUDIOBLENDED ABOUTADVICEAUDIO PODCAST (RE-)DESIGN STUDIO DESIGN ANGLES RESOURCESCLIENT PORTFOLIO CONTACT BLENDED — “In the future we will not speak of ‘blended’ education anymore, we will only talk of good education – and it will naturally involve a thoughtful integration of ‘face to face’ and online learning and teaching.” From an interview (2021) by Tikvah Breimer with Wiebe Dijkstra, Coordinator Blended Learning Developers at TU/Delft. Collaborated on two Erasmus+ Programmes on Blended Higher Education (EMBED (2017-2020) and DigitelPro (2022). “I always felt ‘blended’ was like something superimposed on us with quite some pressure. But the [StudioBlended] workshop made me realise, that I was confusing ‘hybrid’ and ‘blended’, and i became aware of just how biased I had entered the workshop and I had many eye openers.”&nbsp; One of the senior teachers participating in our workshop ‘Blended: reenvisioning face to face time’. See under ‘Client portfolio’ RECEIVE A TAILOR-MADE QUOTATION Are you curious for more? Would you like to get in touch? Feel free to contact our lead directly for any questions or inquiries you may have. tikvah@studioblended.com +31 6 42 47 29 69 <img width="1266" height="1254" width_o="1266" height_o="1254" data-src="https://freight.cargo.site/t/original/i/cb9b3180c43fd3c1c0b6aee517bae093efc852d6f71da41569684c0b71fbc3e3/blended.png" data-mid="193053034" border="0" src="https://freight.cargo.site/w/1000/i/cb9b3180c43fd3c1c0b6aee517bae093efc852d6f71da41569684c0b71fbc3e3/blended.png" />Photo: Breimer. Blended‘Blended’ is characterised by the thoughtful integration of physical/analogue with remote/online teaching and learning. As a Studio we transition away from a traditional conceptualisation of the ‘face to face’ time involved, and reimagine ‘face to face’ as premium time for learning and teaching, supported and enriched by the presence of online platforms. ‘Blended’ is often controversial but as a Studio we don’t shy away from it. We dare to lead the way. There is no one blended format that fits all. Each design is unique. Perhaps in one context, the cost and time of travelling as well as the climate impact, lead a course/training coordinator to design mostly remote components. This offers the attractiveness of flexibility and the possibility of decentralisation. Perhaps in another context, so-called ‘traditional’ face to face time is considered as the only viable and accepted option locally, and the structure it provides for a cohort of learners is fiercely protected with only a small remote component.Rather than a dichotomy, either face to face or&nbsp;remote education, the two become intertwined in a meaningful way in order to amplify the learning curve.&nbsp; RECEIVE A TAILOR-MADE QUOTATION Our Design Studio <img width="878" height="494" width_o="878" height_o="494" data-src="https://freight.cargo.site/t/original/i/fce2a33091321efe451c90123fbd442dd80c11f0406c78af5eca7babbac9720a/Live-time-optimisation-envisioning-excercise.png" data-mid="180428187" border="0" src="https://freight.cargo.site/w/878/i/fce2a33091321efe451c90123fbd442dd80c11f0406c78af5eca7babbac9720a/Live-time-optimisation-envisioning-excercise.png" /> Image [click to expand]: blended learning wave model by Breimer (after TU-Delft, Wiebe Dijkstra) as used in our resilience teacher training (2021) to design for a face-to-face moment in a course. The horizontal lines point to time, the organic line is the learning journey of the student going through asynchronous, synchronous and face to face moments. Here a drawing of a face-to-face moment in education by Tannya Pico, PhD candidate at Erasmus University doing research into Nature Based Solutions (NBS). Envisioning excercise in ‘live time optimisation’ during our resilience course. One of the participating teachers made this drawing for her course design, using a playful sketch of a blended learning wave. <img width="898" height="506" width_o="898" height_o="506" data-src="https://freight.cargo.site/t/original/i/751197cf435b6791b1df5898ec7c626962f76e1cce4b7797ef83b65dd6cd1560/blended-wave-transdisciplinary.png" data-mid="166417503" border="0" src="https://freight.cargo.site/w/898/i/751197cf435b6791b1df5898ec7c626962f76e1cce4b7797ef83b65dd6cd1560/blended-wave-transdisciplinary.png" /> Image [click to expand]:&nbsp;model based on TU Delft / WP Dijkstra adapted by Breimer. Example of a possible subsequent ‘blended’ and transdisciplinary learning journey: a thoughtful integration of asychronous and synchronous. Our Audio Podcast<img width="2000" height="2000" width_o="2000" height_o="2000" data-src="https://freight.cargo.site/t/original/i/a4fc6fe7b4bb1cd4447ddbd9ae821d830b933c7910f4eff1677ce58ae9a52f2e/Episode-2.jpg" data-mid="211261373" border="0" src="https://freight.cargo.site/w/1000/i/a4fc6fe7b4bb1cd4447ddbd9ae821d830b933c7910f4eff1677ce58ae9a52f2e/Episode-2.jpg" />Prefer to read? Looking for resources? TranscriptListen on: Acast Spotify Apple Release Dec 21 ‘22&nbsp; &nbsp; &nbsp; &nbsp; Where to begin, to design with a blended approach?This Audio Podcast special edition episode is all about the premium time that face to face has become in education, and how you can use it, to design with qualitative guidelines of flexibility and accessibility, and pedagogy unique for your content. You need a bespoke approach. Allow this episode to bring you simplicity. Related media mentionsThe paper below featured in a qualitative Dutch newspaper, NRC Handelsblad, under ‘NRC Future Affairs’ on June 19, 2021. <img width="648" height="118" width_o="648" height_o="118" data-src="https://freight.cargo.site/t/original/i/8455a538cad0002b309c793c0cc8e54e25bd7921c7abe1b4e19a87c355bb3248/NRC-future-affairs.png" data-mid="193052352" border="0" data-scale="52" src="https://freight.cargo.site/w/648/i/8455a538cad0002b309c793c0cc8e54e25bd7921c7abe1b4e19a87c355bb3248/NRC-future-affairs.png" /> Breimer, Tikvah, Browne, Nigel &amp; Bart Slob 2021 ‘Envisioning blended higher education in post-lockdown Europe: Reflections on experience, needs and risks through a pedagogical lens.’ Conference on the Future of Europe. <img width="451" height="633" width_o="451" height_o="633" data-src="https://freight.cargo.site/t/original/i/dfe2e760a4c77abe4e28d6ba782491d498458c66e052eb2f36b311e5f0d540bb/Paper-cover.png" data-mid="193052380" border="0" src="https://freight.cargo.site/w/451/i/dfe2e760a4c77abe4e28d6ba782491d498458c66e052eb2f36b311e5f0d540bb/Paper-cover.png" /> Related communitiesDid you know there is a national blended learning community in The Netherlands (Surf)? You can easily join, even today, in a couple of clicks, and stay in touch with peer experts, stay updated on a realitycheck of what works and doesn't, and join free workshops to stay updated on various models for blended design. It's mostly in Dutch. To illustrate: a workshop on the 4C/ID model, very suitable for designing for an architectural curriculum. For user experiences see for instance Maastricht.Related publicationsHave a look at some noteworthy recent publications. ‘Many people still associate blended learning with emergency remote teaching we were forced into due to the covid pandemic. So why would online and face-to-face teaching together work well? Wouldn’t it work better without the online component? On top of that, past research has mainly focused on the online component of blended learning. This study makes it clear that the success of blended learning also rests on the quality of the integrated face-to-face activities. Based on this review study, face-to-face activities should have a focus on either higher-order learning, and / or increasing engagement and / or creating social interaction.’ Brouwer et al (eds) 2023, p. 32-35 (Review of Buhl-Wiggers 2022). <img width="996" height="626" width_o="996" height_o="626" data-src="https://freight.cargo.site/t/original/i/0e996f8e8411d2239f2d2330622881f15072c1682374a3ddb2664f18323ba8b5/campus-of-the-future.png" data-mid="195116000" border="0" src="https://freight.cargo.site/w/996/i/0e996f8e8411d2239f2d2330622881f15072c1682374a3ddb2664f18323ba8b5/campus-of-the-future.png" />Image:&nbsp;The campus of the future is a combination of solid, liquid and gas” – from traditional campus model to virtual model (and back) – slide from the inaugural speech of Prof. Alexandra den Heijder, November 13, 2019 Universities across Europe have the ambition to become climate neutral - and this very much also relates to building management, and stimulates universities to ‘go blended’. Campus of the future: the virtual campus emerged - but the physical campus stayed. It leads to the rise of ‘blended’ education. The ambition to become carbon neutral, envisons a campus that is circular, healthy, and biodiverse. Such a climate action requires major commitment and participation from all faculties and departments. Universities are big consumers of energy. Their real estate tends to be large, diverse and fragmented. High energy consumption is inherent to their operations. We are looking at a scale on which the campus is still physical - and goes virtual. Having less need for expansion of the physical space, implies less environmental pressure coming from brick, gas and water. At the same time, ‘the more digital our daily activities become, the more we appreciate old-school, analogue alternatives… as counterweights. Not to replace them, but in binary combinations. And so, environmental pressure, and financial resources, lead to strategic choices to preserve the university’s heritage and legacy, offering a home base to return to for a virtual community - whilst also accommodating for more remote learning and teaching’ Den Heijer 2021. The strategic choice by your management may be further amplified by the ambition to decentralise, or go to scale. New policy at your university may be translated into a % of education you, as course/degree coordinator may teach on-campus / remote respectively. Or perhaps, quite a contrary experience, at your university, the tradition of face to face is actually stimulated in a top-down way. <img width="520" height="670" width_o="520" height_o="670" data-src="https://freight.cargo.site/t/original/i/4bab24117e087ec28fcf16c3d652b1a7c162666a356f823af9dad4b430593450/imaging-neuroscience.jpeg" data-mid="195104882" border="0" data-scale="46" src="https://freight.cargo.site/w/520/i/4bab24117e087ec28fcf16c3d652b1a7c162666a356f823af9dad4b430593450/imaging-neuroscience.jpeg" /> The irreplaceable value and impact of ‘face to face’ interaction, is further confirmed by neuroscience in this new study by Yale neuroscientist Joy Hirsch and colleagues. They ‘compared the neural responses of people having face-to-face conversations and those talking on Zoom. They found that Zoom significantly reduces the neural signaling in the brain regions that govern social communication. The researchers observed that face-to-face interactions involve more dynamic facial cues, more gaze time, more pupil dilation, and more coordinated neural activity between the conversing partners. These are all indicators of increased arousal and face processing ability in the brain.’ (Associate Professor Jonathan Boymal RMIT university).So, how do you know which teaching to do on ZOOM, and which to do ‘face to face’? Remember that ‘despite its convenience, online representations of faces appear not to have the same access to the social neural circuitry in the brain as the real thing.’ More design angles we useTechnical resilience Human resilience Modular Time dimension Evidence-based designFinancial health and resilience by (re)designInnovative and deep pedagogy Multi- Inter- and transdisciplinary Blended Bichronous Designed to be green (and technological simplicity) Nature and aspirations Flexibilisation and personalisation Simplicity and decluttering References Den Heijer,&nbsp;A.C. 2021. Campus of the future: Managing a matter of solid, liquid and gas. Technical University Delft (TU/D) Research.&nbsp;Buhl-Wiggers, J., Kjærgaard, A., &amp; Munk, K. (2022). How face-to-face activities impact the success of Blended Learning Publication: A scoping review of experimental evidence on face-to-face components of blended learning in higher education. Studies in Higher Education, 1-23 Enora Bennetot Pruvot and Veronika Kupriyanova 2022 Universities, the energy crisis and the cost-cutting trap Surf Future Campus trend report: A look at the Future of the Campus in 2040. Surf 2023. The Science Behind Blended Learning. Encouraging a more evidence based approach in higher education.&nbsp;Zhao, Nan,&nbsp;Zhang, Xian,&nbsp;Noah,&nbsp;J. Adam,&nbsp;Tiede, Mark &amp;&nbsp;Joy Hirsch 2023 ‘Separable processes for live “in-person” and live “zoom-like” faces’. Imaging Neuroscience 1: 1-17. We are here especially for you as unique professional, to come alongside you and partner with you, as you work on a (architecture / urban / development / policy / land / water / climate) curriculum, so that you can offer effective and resilient education in its simplest form. Publications https://www.studioblended.com/Publications Mon, 19 Apr 2021 11:27:43 +0000 studioblended https://www.studioblended.com/Publications STUDIOBLENDED ABOUTADVICEAUDIO PODCAST (RE-)DESIGN STUDIO DESIGN ANGLES RESOURCESCLIENT PORTFOLIO CONTACT PUBLICATIONS—Find our overview of open access publications here. Are you curious for more? Would you like to get in touch? Feel free to contact our lead directly for any questions or inquiries you may have. tikvah@studioblended.com&nbsp;+31 6 42 47 29 69 <img width="551" height="781" width_o="551" height_o="781" data-src="https://freight.cargo.site/t/original/i/0b56ddabfaac292e8ff8327d711e4ab1e33633a5772bb968dadcd9c7dc9a0510/Frontcover-report.png" data-mid="138044208" border="0" src="https://freight.cargo.site/w/551/i/0b56ddabfaac292e8ff8327d711e4ab1e33633a5772bb968dadcd9c7dc9a0510/Frontcover-report.png" />Report available open-source here Includes our spin-off pilot SouthSouth European audio podcast teacher training Report ‘Resilience and the (non)sense of teacher training in the South of Europe.’ PAR in the Conference on the Future of Europe—Lead and reporter:Tikvah Breimer Local coordinator, advisor and editor: Enza Tersigni Senior advisor:Mattia Leone Contributors: Invited experts and young/seasoned teachers intersecting across generationsand Northern and Southern Europe Editing / Design:Jane LongleyLucas Rampazzo —Spring 2022 <img width="375" height="537" width_o="375" height_o="537" data-src="https://freight.cargo.site/t/original/i/ea2dca3e6b94ce301e63a4350813d061f3bab7f764691ab37edde2c97ac5a506/Guide.png" data-mid="133918039" border="0" src="https://freight.cargo.site/w/375/i/ea2dca3e6b94ce301e63a4350813d061f3bab7f764691ab37edde2c97ac5a506/Guide.png" />Guide available open-source here February 25, Friday, 2022 - our event in the Future of Europe Conference. The Japanese Future Design Model going into a synchronous pedagogical audio playground.—Authors:Tikvah Breimer Coordinators:Tikvah BreimerPaolo Destilo Enza Tersigni Mattia Leone Editing / Design:Jane LongleyLucas Rampazzo —Spring 2022 Abstract—StudioBlended’s pedagogical pilot with an audio playground using the Japanese Future Design Model, in our event in the Conference on the Future of Europe. A collaboration with Europematters and DiARC/UNINA Naples, Italy.The guide has pleny of resources to take it further into climate education or further experimentations with audio playgrounds. Keywords—University teachers, Generations, Voice, Policy making, Climate Education, South South, Audio, Podcasts, Playground, Pedagogical game, Role play#theFutureisYours #CoFoE #EuthPages #Erasmus #ErasmusPlus <img width="451" height="633" width_o="451" height_o="633" data-src="https://freight.cargo.site/t/original/i/e77a28c7e2c0ffde3fa41df6377d5ef6a9169a9925a07d890d0535b8c34d5f34/Paper-image.png" data-mid="111012281" border="0" src="https://freight.cargo.site/w/451/i/e77a28c7e2c0ffde3fa41df6377d5ef6a9169a9925a07d890d0535b8c34d5f34/Paper-image.png" />Paper available open-source hereThe paper featured in a qualitative Dutch newspaper, NRC Handelsblad, under ‘NRC Future Affairs’ on June 19, 2021. February 25, Friday, 2022 - our event in the Future of Europe Conference, stay tuned for more information. Envisioning blended higher education in post-lockdown Europe: Reflections on experience, needs and risks through a pedagogical lens.—Authors:Tikvah Breimer Nigel BrowneBart Slob Contributors:Wanda FracheboudGeoffrey PayneForbes DavidsonLaila BouallouchArturo Chica VillaCarley PenninkTessa VerhallenFernando Casado —Spring 2021 Abstract—In 2020 all over Europe remote education became the new normal when due to the Covid-19 pandemic many had to study and work from home. The new situation with an immediate switch to online learning was unprecedented. It was a year of change – never before were so many learners and staff exposed to online learning and teaching. As the lockdowns begin to lift, we wonder: What will learning and teaching look like in higher education in post-lockdown Europe? One thing seems certain: the future of higher education is blended – a well-thought out integration of online and face- to-face learning and teaching. It will not happen overnight, and it may be an iterative or even messy and highly unequal process. In this paper we explore the optimal blend between online and face to face learning and teaching. Starting at the course level, we consider the essentials of online learning and face-to-face teaching, and contrast and balance them to understand trade-offs. We then explore and distil the implications for policy and decision-making. We approach blended learning through a pedagogical lens. What is the optimum blend? Educational quality and access to education are two recurring themes in our discussion. The world has been turned upside down over the past year – it is going to take a long time before things normalize. It makes little sense to provide recommendations at this point in time. Instead we flag several long-term risks, and formulate pertinent questions, to guide thinking and decision-making on the ways we may learn and teach in post-lockdown Europe. With the objective to inform decision-making as blended learning rolls out incrementally in the coming months and years. Keywords—Higher education, blended learning, teaching, pedagogics, quality education, access to education, hybrid, Europe, policy, economics, governance, wellbeing, inequality, digital divide, COVID-19, post lock-down, South of Europe We are here especially for you as unique professional, to come alongside you and partner with you, as you work on a (architecture / urban / development / policy / land / water / climate) curriculum, so that you can offer effective and resilient education in its simplest form. Client Portfolio https://www.studioblended.com/Client-Portfolio Mon, 19 Apr 2021 11:27:41 +0000 studioblended https://www.studioblended.com/Client-Portfolio STUDIOBLENDED ABOUTADVICEAUDIO PODCAST (RE-)DESIGN STUDIO DESIGN ANGLES RESOURCESCLIENT PORTFOLIO CONTACT CLIENT&nbsp;PORTFOLIO— “I like it. This is very fresh, innovative, strategic – instead of ad hoc - and sustainable!”Response of one of our clients to the bespoke strategic proposal we crafted not only for his course, but the entire portfolio of short-courses.&nbsp;Alonso Ayala, Head of the Academic Department Urban Social-Spatial Development at the Institute for Housing and Urban Development Studies (IHS), Erasmus University. “... and it works because, instead of another "method", what Tikvah delivers is individually tailored consultancy. She first listens, then she suggests new paths and possibilities for implementing our work differently, without losing what each individual cares about most.”prof. dr. Patricia SamoraSenior lecturer and researcherPontificia Universidade Catholica de CampinasFaculty of Architecture and UrbanismGreater Sao Paulo Metropolitan AreaBrazil RECEIVE A TAILOR-MADE QUOTATION Are you curious for more? Would you like to get in touch? Feel free to contact our lead directly for any questions or inquiries you may have. tikvah@studioblended.com&nbsp;+31 6 42 47 29 69 <img width="4000" height="3000" width_o="4000" height_o="3000" data-src="https://freight.cargo.site/t/original/i/c5cb69c5dc8f11c7e56d0b3d6783634ab0d7354972c1b602ebec830ba481fca6/AMS-III.jpg" data-mid="217238893" border="0" src="https://freight.cargo.site/w/1000/i/c5cb69c5dc8f11c7e56d0b3d6783634ab0d7354972c1b602ebec830ba481fca6/AMS-III.jpg" /> <img width="4000" height="3000" width_o="4000" height_o="3000" data-src="https://freight.cargo.site/t/original/i/f175119310a0c1b7cf58fc4784afe64c7a51d7261e464407519683be4208a8d4/AMS-I.jpg" data-mid="217238891" border="0" src="https://freight.cargo.site/w/1000/i/f175119310a0c1b7cf58fc4784afe64c7a51d7261e464407519683be4208a8d4/AMS-I.jpg" /> <img width="2000" height="2000" width_o="2000" height_o="2000" data-src="https://freight.cargo.site/t/original/i/0fd9c52b5386cd63a97e979ca3bda79b43339b70a2b561b37641a768c30da7ff/Episode-4.jpg" data-mid="217238899" border="0" src="https://freight.cargo.site/w/1000/i/0fd9c52b5386cd63a97e979ca3bda79b43339b70a2b561b37641a768c30da7ff/Episode-4.jpg" /> <img width="4000" height="3000" width_o="4000" height_o="3000" data-src="https://freight.cargo.site/t/original/i/d3f32942a0d2b5490469450c495932570a802f3d48c4332fd8ef13f9e4774ae3/AMS-V.jpg" data-mid="217238895" border="0" src="https://freight.cargo.site/w/1000/i/d3f32942a0d2b5490469450c495932570a802f3d48c4332fd8ef13f9e4774ae3/AMS-V.jpg" /> <img width="4000" height="3000" width_o="4000" height_o="3000" data-src="https://freight.cargo.site/t/original/i/bdb75c74065a3be91f6e9934951ad603be3e321d5acf7e0a3a3a31d809f893c1/AMS-IV.jpg" data-mid="217238894" border="0" src="https://freight.cargo.site/w/1000/i/bdb75c74065a3be91f6e9934951ad603be3e321d5acf7e0a3a3a31d809f893c1/AMS-IV.jpg" /> Photo: The AmsterdamInstitute for Metropolitan Studies (AMS), and the workshop in the afternoon. On Friday August 30, Tikvah Breimer (MSc MAEd MSc) had the great honor to join the academic teaching team of MSc Metropolitan Analysis Design and Engineering (MADE) at the Amsterdam Institute for Metropolitan Studies (AMS) to kick-off the new academic year, and deliver a keynote coupled by a group excercise around strategizing and envisioning 'big ideas' in the Master's curriculum - in order to be equipped to simplify and innovate. MSc MADE was founded some 8 years ago. How can it remain relevant and cutting-edge well into the coming years? This is the authentic question of the program director.The result of the workshop:&nbsp; The teaching team is equipped with knowledge and understanding of what makes a resilient (trans/interdisciplinary) curriculum that stands the test of time. The team becomes aligned around a shared understanding of the big ideas of the AMS/MADE educational program - and how these evolve over time. The teaching team can take this design forward into futher time-resilient and innovative educational design and development. The keynote is reflecting StudioBlended 's truly most original and technical work and we're happy to now share it with you too, it just released on all your favorite streaming channels. Curious? Listen to the keynote (Apple Spotify) or find it on our Audio Podcast page, including a full transcript and many, many resources for further exploration. Find the Metropolitan Analysis Design and Engineering (MADE) program - a collaboration between Delft University of Technology and Wageningen University &amp; Research - here.“It was inspiring and fruitful [for me as participant]. I realised a course has baseline building blocks versus the trends and hypes that come and go. I realised where to invest in most. I am taking this further for my own field for sure.” dr. Roberto Rocco Senior Associate Professor of Spatial Planning and Strategy at TU/Delft Faculty of Architecture and Built Environment, Governance specialist focusing on Spatial Justice and Governance for Just Transitions.<img width="286" height="176" width_o="286" height_o="176" data-src="https://freight.cargo.site/t/original/i/d8d00ab879f7906a8e3db6350f96c8701b93ccb1527665322806a89f6e8a8220/TU-Delft.png" data-mid="217239047" border="0" data-scale="41" src="https://freight.cargo.site/w/286/i/d8d00ab879f7906a8e3db6350f96c8701b93ccb1527665322806a89f6e8a8220/TU-Delft.png" />“It was unexpected. We prepared thoroughly in our conversations beforehand, and even so you were able to surprise me. Instead of themes we would have grouped in a very concrete manner, it was all much more layered and strategic. Much more academic than I expected - for the good. We identified undercurrents, hypes and baselines and all in all created much more depth. It was really useful to look at our program like this - the graphical output we received, shows rising and declining lines that require attention - which words/concepts are we going to use, and which aspects do we need to adjust in the background? Merely producing some themes with the team would have been irrelevant to me - what we did now, truly gets us further in the coming year as we reimagine the program. I got what i needed.” Dr. Stefan van der Spek Associate Professor of Urban Design at TU/Delft Faculty of Architecture and Built Environment, Program Director of MSc MADE at AMS Institute and co-director of VR-BK at BK-LABS <img width="400" height="394" width_o="400" height_o="394" data-src="https://freight.cargo.site/t/original/i/d19c2c763ce661ed30d44fa158ada9180c4b890bbd4755b16a53f898b15c4668/AMS.png" data-mid="217235632" border="0" data-scale="26" src="https://freight.cargo.site/w/400/i/d19c2c763ce661ed30d44fa158ada9180c4b890bbd4755b16a53f898b15c4668/AMS.png" /> Are you curious to learn more about this specific workshop? Would you like to receive a bespoke quotation? Feel free to Email me directly, via: tikvah@studioblended.com <img width="3000" height="4000" width_o="3000" height_o="4000" data-src="https://freight.cargo.site/t/original/i/ef505312b00692fa57fd42344c53b325fdac77eb79040c3c840d2d8790f5fb59/Photo-IHE-I.jpg" data-mid="212598305" border="0" src="https://freight.cargo.site/w/1000/i/ef505312b00692fa57fd42344c53b325fdac77eb79040c3c840d2d8790f5fb59/Photo-IHE-I.jpg" /> Photo: students brainstorming in the imagination at work session at the UDCW Workshop Rotterdam, UCCRN_edu network StudioBlended was invited to partner up in the Institute for Water Education (IHE-Delft)/Urban Design Climate Workshop (UDCW) - to strenghten the delivery of the workshop, this time in Rotterdam, together with experts whose (teaching) work we deeply respect and admire. The workshop is part of the Urban Climate Change Research Network Education (UCCRN_Edu). The setting of the workshop was the brownfield of M4H Rotterdam, a formal port area that has now become a space for innovation. Future in the making.What would happen to our climate curricula if we incorporated the needs of future generations of students? Surely such an excercise would break down a bit current dominant paradigms and contemporary environmental problems, and lead us to recognise what becomes important in the long run. The session led by Tikvah Breimer (MSc MAEd MSc), created a playground - a Japanese Future Design Experiment - in which the 20 Master level students, entered into a dialogue with imaginary future generations of students to together design an interdisciplinary curriculum of the future for flood risk in Rotterdam. The output - the future curriculum design - was first created hands-on, on the wall, and then taken in digital form into the mutiplyer event. This event centered on imagination at work - design thinking for Climate Action. The outcome is future literacy, adaptability, exploratory thinking (see Joint Research Centre 2022, the European Sustainability Competence Framework), and better grasping paradigm shifts, the X-curve for transition - and youth voice. For more, see our events page or our page on technical resilience. “Working with StudioBlended and Tikvah was a piece of cake, very easy. She knows what she is about and what she wants to do. I could simply let her do her thing. I trusted her fully as a professional and professional it was.” Dr. William VeerbeekSenior Lecturer in Flood ResilienceIHE-Delft Institute for Water Education Co-coordinator UCCRN_edu workshop in Rotterdam <img width="676" height="192" width_o="676" height_o="192" data-src="https://freight.cargo.site/t/original/i/510e1b17d5633dd0ab3cfc6861308c7884c07e59ca6576a92e01f4aa88b0ce1a/IHE.png" data-mid="212169965" border="0" data-scale="48" src="https://freight.cargo.site/w/676/i/510e1b17d5633dd0ab3cfc6861308c7884c07e59ca6576a92e01f4aa88b0ce1a/IHE.png" />Are you curious to learn more about this specific workshop? Would you like to receive a bespoke quotation? Feel free to Email me directly, via: tikvah@studioblended.com <img width="1200" height="800" width_o="1200" height_o="800" data-src="https://freight.cargo.site/t/original/i/4a6976028dd389512f7424bcbf4edfe4f4a04c28bb08d0313c21d8f991d1ebdb/SUD-certification.jpeg" data-mid="207714061" border="0" src="https://freight.cargo.site/w/1000/i/4a6976028dd389512f7424bcbf4edfe4f4a04c28bb08d0313c21d8f991d1ebdb/SUD-certification.jpeg" /> Photo: graduation day of the Sustainable Urban Development (SUD) post-graduate course for professionals. StudioBlended came alongside the course coordinator of the longest running short course at IHS/Erasmus University in its 105th edition. It went from being a 6 months course, to a 3 months and this year even a 5 weeks course for the first time. The problem of this client? Overload in the curriculum and schedule, it’s simply too much! Packed. Our independent senior advisor gave advice on the simplification of the content, the modular approach, and on the schedule. A pilot was conducted in which lecturers were briefed on the ‘big ideas’ of their session, and their embedding in certain modules. Our independent senior advisor sat in their lectures to further improve the impact of such briefings. Result: The course gained in effectiveness and resilience well into the coming year(s). The course coordinator and lecturers are enabled to teach with clarity, doing less so that participants learn more. The coordinator gains insight and skill in how to effectively interact with lecturers on how their session fits within a certian module and the overall body of knowledge of the course. Through that the coordinator is equipped in how to maximize the impact of the lectures on the learning curve of the participants. The course was a blended course using Canvas as LMS. <img width="204" height="192" width_o="204" height_o="192" data-src="https://freight.cargo.site/t/original/i/73e899858fb4a0dc422f590a9514a2660ac4538bc067353daeff18d706435fa6/Canvas.jpg" data-mid="214155648" border="0" data-scale="23" src="https://freight.cargo.site/w/204/i/73e899858fb4a0dc422f590a9514a2660ac4538bc067353daeff18d706435fa6/Canvas.jpg" /> Find out more about the re-design studio here. “I was in a moment in my carreer where I missed challenge, and so longed for something refreshing and for experimenting. And with the Studio(Blended) we started daring to do that. So often, course coordinators are seen as just administrative and logistic coordinators, handling all the participants, schedules, lecturers, excursions, solving issues etc. After 6 years of running the same course as a coordinator, I felt I was getting weary, and wondered: is there anything fresh and new, that I myself can still learn? Tikvah first of all helped me to align and synthesize the content of the course with my PhD, so that I would work efficiently and feel energized again well into the coming years. By starting to work with the Studio’s open-building framework for the big ideas of the course – and communicating with clarity to each and every lecturer which learning objectives I wanted them to focus on in their sessions – suddenly I was back firmly in the content seat. I am now the CEO of this course: advising the lecturers, how their session contribute to the whole of the body of knowledge of the course. I feel so much more acknowledged as a course coordinator that gives direction to the content of the course, and receive very positive reactions from all involved. Along the way, Tikvah advised and equipped me how to simplify the course, by doing less actually, so that participants learn more – and it actually set free significant new budget. ” <img width="7892" height="3409" width_o="7892" height_o="3409" data-src="https://freight.cargo.site/t/original/i/84bd40bcd080fab9c21b87f4ceeecb439dee397bdf0b1919625963775dc15d38/IHS_museo_logo_original_colours.png" data-mid="209129895" border="0" data-scale="42" src="https://freight.cargo.site/w/1000/i/84bd40bcd080fab9c21b87f4ceeecb439dee397bdf0b1919625963775dc15d38/IHS_museo_logo_original_colours.png" /> Charmae Pyl Wissink-Nercua (she/her) Specialist in Urban Land, Housing Development and Capacity Building Course Manager, Sustainable Urban Development (SUD), Institute for Housing and Urban Development Studies (IHS), Erasmus University. <img width="2048" height="1536" width_o="2048" height_o="1536" data-src="https://freight.cargo.site/t/original/i/8c31a6421fb3c27d8494d42cbfcea9624adc90fa025452b945817f4c2aa700fe/burssels.jpg" data-mid="190241122" border="0" src="https://freight.cargo.site/w/1000/i/8c31a6421fb3c27d8494d42cbfcea9624adc90fa025452b945817f4c2aa700fe/burssels.jpg" />Vegetation covering a buidling in Brussels. Photo: Tannya Pico (PhD candidate in Nature Based Solutions) Our lead/founder, Tikvah Breimer (MSc MEd MSc) continuously works as independent senior level master thesis advisor.&nbsp; Read more about it on our page about supervising and mentoring students and professionals. The work is blended and remote in Europe. Amongst others for bureaus such as&nbsp;Bijleshuis Belgium/Netherlands.“The thesis supervision by Tikvah was of immense added value to me. She structured my work, and constantly gave me a little push in the back to start believing in myself and use my capabilities. Tikvah shared valuable tips and tricks and gave specific concrete guidance for every next meeting. She constantly reminded me that I am competent, and I have it in me. On top of that she offered mental support when I was in a difficult moment. Her flexibility is something I truly appreciated, especially when my deadline came close. In that time she was practically available at any moment. Thanks to Tikvah’s supervision and coaching I found the calm and self confidence during the entire thesis process, which resulted in successfully finalising my thesis and achieving my Master degree in Criminology.”Master student Criminology. UGent University (Belgium) “Collaborating with Tikvah as my thesis advisor and coach, was an exceptional experience. Her guidance and support were essential for shaping my entire thesis. She demonstrated a remarkable ability to be alert to my needs and feedback, which made the collaboration not only productive but also a true pleasure. Tikvah truly is an exceptional mentor and guide.” Master student in European and International Governance, Brussels September 2023 “In seeking advice on the Thesis question, I had developed over the prior few months, I was referred to Tikvah. At first impression, Tikvah was warm, open, and welcoming. I shared with Tikvah much of the information I had accumulated and compiled over time, and the narrative I had built around it. She comprehended the information and engaged me in questions and novel&nbsp;streams of thought. She provided&nbsp;me with a unique and valuable&nbsp;perspective that left me enlightened and re-directed. From the perspective of a Thesis student, I would recommend Tikvah as a supervisor, as she is present and engaging; analytical, proactive, and responsive; and dynamic, the kind of personality that would keep a student excited about&nbsp;their Thesis journey. “ Reem Traboulsi, Lebanon, University Master Student August 2022 HONOURS COLLEGE, EDUCATE-IT, UTRECHT UNIVERSITY (NL)<img width="4000" height="3000" width_o="4000" height_o="3000" data-src="https://freight.cargo.site/t/original/i/fc55c20e0eaa3c23d65eafa896c7d66de37e1089b6c9929147aa4af0ff6d7232/workshop.jpg" data-mid="158148417" border="0" src="https://freight.cargo.site/w/1000/i/fc55c20e0eaa3c23d65eafa896c7d66de37e1089b6c9929147aa4af0ff6d7232/workshop.jpg" /> Photo with permission A dean of an interdisciplinary faculty, sensed emotions such as fear and frustration amongst the teaching staff, with the need to go ‘blended’, as the world opens up. Particularly due to negative experiences with emergency education online. For this client, we proposed a ‘blended experience’ for the teaching staff, including a podcast and a playful face to face design session. The session takes a surprising angle, and centers on the absolute premium time that face to face has become - and from there, teachers are challenged to re-design the online learning journey, with the aim actually, of optimising the face to face time. We collaborated with the existing teaching academy - Educate-it, so that our work is complementary and teachers know where to find experts within the institution who can invigorate their designs with technology. The follow-up on the blended experience is also in the deep listening, dialogues and exchanges that follow in the team.‘We wanted to explore the value of face to face and online teaching for the specific needs of honours education, e.g. safe spaces and off-the-script interaction. It was very inspiring to experience how Tikvah translated our questions and feedback into a lively workshop and a podcast with lasting value.’ Prof. dr. Stephanie Rosenkranz, Professor Microeconomics, Dean Utrecht University Honors College. <img width="204" height="192" width_o="204" height_o="192" data-src="https://freight.cargo.site/t/original/i/741faab1d13aadec86ab410de8586f4595ff88782fa5264f1fd1f650a133dcb3/UU-logo.png" data-mid="217239387" border="0" data-scale="41" src="https://freight.cargo.site/w/204/i/741faab1d13aadec86ab410de8586f4595ff88782fa5264f1fd1f650a133dcb3/UU-logo.png" /> ‘I always felt ‘blended’ was like something superimposed on us with quite some pressure. But the workshop made me realise, that I was confusing ‘hybrid’ and ‘blended’, and i became aware of just how biased I had entered the workshop and I had many eye openers. I still wonder: isn’t blended just a modern term, for what we ideally did anyway as teachers? Tell students to come prepared to class? I definatly hope to keep stimulating students to also read, not just watch videos.&nbsp; The audio podcast [transcript] that we received prior to the workshop, as a flipping the classroom experience, caught my attention, I was fascinated by the content and it was new to me to listen instead of read. It had some nice twists that came unexpected to me.’ Participating academic teacher from the law department of Utrecht University.Are you curious to learn more about this specific workshop? Would you like to receive a bespoke quotation? Feel free to Email me directly, via: tikvah@studioblended.com UCCRN_EDU (ERASMUS+ MASTER)<img width="4000" height="3000" width_o="4000" height_o="3000" data-src="https://freight.cargo.site/t/original/i/a7f9cb20fcc3efb98d2518c5dfec0fc679f909b10a20f63c6ac402738723de36/Paris.jpg" data-mid="145607841" border="0" src="https://freight.cargo.site/w/1000/i/a7f9cb20fcc3efb98d2518c5dfec0fc679f909b10a20f63c6ac402738723de36/Paris.jpg" /> Photo: Paris from a rooftop, at the end of the multipyer event, by Breimer 2022<img width="3264" height="2448" width_o="3264" height_o="2448" data-src="https://freight.cargo.site/t/original/i/c6b47c6171698ec60f3a0546c5fdee0c938ea2f7bb6a326825563eba8edf85f2/UCCRN-edu-Paris.jpg" data-mid="198723778" border="0" src="https://freight.cargo.site/w/1000/i/c6b47c6171698ec60f3a0546c5fdee0c938ea2f7bb6a326825563eba8edf85f2/UCCRN-edu-Paris.jpg" /> Photo: participants and teaching staff in the Urban Design Climate Workshop (UDCW) in Paris, by Breimer 2022. Tikvah Breimer was invited to join, and took a train to Paris, to attend and observe the delivery of a longstanding Urban Design Climate Workshop (UDCW) for Master students. The workshop was part of the recently kicked-off Erasmus+ UCCRN_edu programme - and its partners. A challenge faced by the professors who designed and delivered the decade strong workshop, was how to optimally use the new value and meaning of ‘face to face’ time, and gain clarity about the pedagogical essence of the interdisciplinary curriculum for this specific 1 week workshop. Tikvah gave a brief advisory session tackling 5 points of attention and follow up (spring 2022).‘I would have never expected that a 30min flipchart session could be so helpful in clarifying the core aspects of a blended model for multidisciplinary integration in higher education! The UCCRN_edu [Erasmus+] project will benefit a lot from such valuable advice.’ dr. Mattia Leone, architect and associate professor, Department of Architecture (DiARC) University of Naples Federico II, Italy. Also co-director of the Urban Climate Change Research Network - European Hub (UCCRN) and&nbsp; Coordinator Erasmus+ UCCRN-EDU project. ADVICE ON TRANSDISCIPLINARY CURRICULUM DESIGN <img width="3264" height="2448" width_o="3264" height_o="2448" data-src="https://freight.cargo.site/t/original/i/95168992119f9eeca06344f23c3c5a2864f78722ac3f4959dbbd9a8690fe7926/Tannya-Pico-River-Quito-NBS.jpg" data-mid="166007482" border="0" src="https://freight.cargo.site/w/1000/i/95168992119f9eeca06344f23c3c5a2864f78722ac3f4959dbbd9a8690fe7926/Tannya-Pico-River-Quito-NBS.jpg" />Vegetation recovery is so good that you cannot see the water underneath. Quito, Ecuador. Photo: Hans Bakker. Tikvah did a pilot with the resilience course for university teachers, and taught it in a blended way to this PhD candidate. The assignment was to design her own transdisciplinary course, in line with her research where local indigenous communities must interact with the authorities on funding for climate adaptation (spring 2021). “You [Tikvah] are able to learn/absorb the subject that I’m trying to produce, and you transform it to a methodological angle, and organise it is such a way that it directs me, and I can do things in a more effective and efficient way”. Tannya Pico, PhD candidate doing research into Nature Based Solutions (NBS) and transdisciplinarity, from Quito, Ecuador&nbsp; Institute for Housing and Urban Development Studies (IHS), Erasmus University, RotterdamFor her most recent publication see TRIALOG 144 - ECUADOR - After Habitat III 2022-2023 A.R.S. Progetti S.P.A. (Rome, Italy)<img width="2880" height="2160" width_o="2880" height_o="2160" data-src="https://freight.cargo.site/t/original/i/e230f94ee938731abe7953b4319bf7c90a21696b53ac28437b7bda2233249990/20180921_122726.jpg" data-mid="187226840" border="0" src="https://freight.cargo.site/w/1000/i/e230f94ee938731abe7953b4319bf7c90a21696b53ac28437b7bda2233249990/20180921_122726.jpg" />Photo: Rome, by Breimer 2018 StudioBlended was invited to join a consortium for a proposal to a large donor, with the explicit intention to bring the impact of innovation to the proposal in terms of ‘blended’ design for capacity development of technical staff in-country. StudioBlended formed an agile team around this proposal, gave senior advisory, aligned with the other consortium members and submitted a briefing and accompanying budget (autumn 2022). ‘We approached you (StudioBlended) especially because next to that being a chance to bring some innovative approach to our proposal, I noticed that you have a background aligned with what is needed by the project: the project is focused on three main capacity building component to be implemented: on the job, through an on line/remote assistance, and through a number of “classic” modular courses to be implemented in person.It is in particular for the secondo component that I was thinking to involve your studio and see how we can offer and design something different to be just available to answer questions on a social network.’ Head of Environmental and Infrastructure Engineering based at a consultancy firm in Rome,&nbsp;A.R.S. Progetti S.P.A., Planning and Engineering Department, for a consortium proposal for the a large worldwide donor, concerning capacity development of technical staff in municipalities in Mozambique. DiARC UNINA (FACULTY OF ARCHITECTURE IN LARGEST PUBLIC UNIVESRITY IN THE WORLD, NAPLES)<img width="600" height="401" width_o="600" height_o="401" data-src="https://freight.cargo.site/t/original/i/df3670f8496f42b0088e7b209956e7917689b1eabed01f8dcf834685f91d4179/frontpage_leader8.jpg" data-mid="153245541" border="0" src="https://freight.cargo.site/w/600/i/df3670f8496f42b0088e7b209956e7917689b1eabed01f8dcf834685f91d4179/frontpage_leader8.jpg" />Photo: Naples from a rooftop, by Breimer 2012 Tikvah Breimer led a Participatory Action Research (PAR) during an event in the largest citizen-consultation ever held in Europe, the Conference on the Future of Europe. Our partner in the South of Europe, was the Faculty of Architecture of the largest Public University in the world, in Naples, Italy. A challenge faced was to truly resonate with the voice of the South of the South of Europe - remotely. Tikvah approached the process with liasion, listening and dialogue to arrive at the optimal approach for the event (winter 2022). For more, see our events page.‘Nothing was set in stone, and everything was discussed and organised together, sharing opinions on all aspects, from the way people were selected to the details of the event format. This made it possible to be involved in the process, to feel it as one's own, stimulating the best possible outcome.’ Enza Tersigni (PhD) (Research Fellow, Coordinator of the teachers involved in the event)&nbsp;University of Naples Federico II (UNINA)Department of Architecture (DiARC)Member Urban Climate Change Research Network (UCCRN), Co-proponent Erasmus + UCCRN-EDU project UN-HABITAT (NAIROBI)<img width="600" height="450" width_o="600" height_o="450" data-src="https://freight.cargo.site/t/original/i/db895004d08d77e873594073362e0482f413f1080cce41cd73ded4a156ac86a9/1.jpg" data-mid="110239805" border="0" src="https://freight.cargo.site/w/600/i/db895004d08d77e873594073362e0482f413f1080cce41cd73ded4a156ac86a9/1.jpg" /> Photo: Medellin cable from the city to a national park, Breimer 2020Still during lockdowns, this client embarked on an in-country capacity development training at a ministry of urbanism in DRC. The challenge was in reenvisioing the in-country training to become qualitatively blended, and ensure an optimal golden triangle of quality, time and cost investment. Tikvah Breimer gave advice regarding the set-up of a first envisioned pilot (design phase) (spring, summer 2021). ‘I had the opportunity to work with Tikvah in May 2021 when I was working for UN-Habitat as legal specialist. I was designing a capacity development programme on policy and legal drafting for the Ministry of Urban Planning and Housing of the Democratic Republic of Congo. Tikvah provided pro bono advice on how to develop a blended programme for the Ministry blending in-country sessions with on line and off-line activities. It was extremely useful and easy to work with her. Tikvah helped me appreciate the opportunities blended trainings can offer to overcome the difficulties of the COVID-19 pandemic and improve the impact of capacity building activities. She quickly understood the programme needs and challenges and proposed workable solutions.’ Projectlead Gianluca Crispi, Lead Legal Specialist, UN-Habitat Nairobi, Kenya. RESILIENCE COURSE (REMOTE)<img width="638" height="451" width_o="638" height_o="451" data-src="https://freight.cargo.site/t/original/i/114312c968cf32ed15b6baf96e909e04c1600b30e83ab2b5ac1a4ce4f58a9fc1/FAU-USP.png" data-mid="153248986" border="0" src="https://freight.cargo.site/w/638/i/114312c968cf32ed15b6baf96e909e04c1600b30e83ab2b5ac1a4ce4f58a9fc1/FAU-USP.png" />Photo: Brazilian Brutalism at FAU USP, a University Faculty that defined its own Architectural Style. Flickr user Fernando Stankuns. During lockdowns, we piloted twice, our ‘resilience’ course - in a bichronous way. This Brazilian professor was challenged in the delivery of her academic courses remotely. First of all in her own human resilience, but also in the technical resilience of the curriculum design and a pedagogical lens to approach technology. Tikvah trained her in our second pilot with the resilience course for 10 weeks, remotely (studyload 4 hrs/week). Pilot I used Moodle as LMS. Pilot II experimented with Canvas and Google. <img width="224" height="225" width_o="224" height_o="225" data-src="https://freight.cargo.site/t/original/i/a0eda3483cc5372e213819b013bf250a4c16969da2e23b993aacd65611854611/Moodle.png" data-mid="214131358" border="0" data-scale="20" src="https://freight.cargo.site/w/224/i/a0eda3483cc5372e213819b013bf250a4c16969da2e23b993aacd65611854611/Moodle.png" />. &nbsp;<img width="204" height="192" width_o="204" height_o="192" data-src="https://freight.cargo.site/t/original/i/73e899858fb4a0dc422f590a9514a2660ac4538bc067353daeff18d706435fa6/Canvas.jpg" data-mid="214155648" border="0" data-scale="22" src="https://freight.cargo.site/w/204/i/73e899858fb4a0dc422f590a9514a2660ac4538bc067353daeff18d706435fa6/Canvas.jpg" /><img width="225" height="225" width_o="225" height_o="225" data-src="https://freight.cargo.site/t/original/i/34118368909f8f48b012ce0a7cbb6dbc986f3ed13696d5b8b61b1778f6ef5dde/Google.png" data-mid="214131678" border="0" data-scale="19" src="https://freight.cargo.site/w/225/i/34118368909f8f48b012ce0a7cbb6dbc986f3ed13696d5b8b61b1778f6ef5dde/Google.png" /> “I took the resilience course, and now deliver the actual course that I designed during the training (summer in Europe, 2021).Suddenly I sense I dare to improvise with the technical and pedagogical formats the resilience course trained me in. The capacity I developed to design a technically resilient course, now helps me so much to be focused on where I’m going with the teaching.Students start to reach much higher levels already halfway the semester. They start thanking me, that the class was wonderful, it’s so encouraging, even if everything is still on distance. When the parents are happy – the children are happy. It’s the same with teachers!I feel secure the material is solid and lasting, so I can build on it, incrementally. I dare to learn by doing, everything you (Tikvah) said is true – I’m calmer, more self-confident, and daring to experiment more. The structured approach the course brought, now brings me deep excitement to keep growing and learning myself too, not just students. It’s so rewarding.You are so right we don’t need more heavy and extensive technology for excellent higher education, we need excellent technique and pedagogy, resilience. The course was a gift from heaven. I want you to train our entire team of professors!”prof. dr. Patricia SamoraSenior lecturer and researcherPontificia Universidade Catholica de CampinasFaculty of Architecture and UrbanismGreater Sao Paulo Metropolitan AreaBrazil We are here especially for you as unique course/training coordinator, to come alongside you and partner with you, as you work on a (architecture / urban / development / policy / land / water / climate) curriculum, so that you can offer effective and resilient education in its simplest form. Manifesto https://www.studioblended.com/Manifesto Mon, 19 Apr 2021 11:27:44 +0000 studioblended https://www.studioblended.com/Manifesto STUDIOBLENDED ABOUTADVICEAUDIO PODCAST (RE-)DESIGN STUDIO DESIGN ANGLES RESOURCESCLIENT PORTFOLIO CONTACT MANIFESTO —Are you curious for more? Would you like to get in touch? Feel free to contact our lead directly for any questions or inquiries you may have. tikvah@studioblended.com&nbsp;+31 6 42 47 29 69 1. Alignment - From rest and an organic way of life come our strength, calm, humanity, health, simplicity, balance and enjoyment of the work on effective and resilient (climate/urban/architecture) curricula. We set out to enjoy our very own day in our very own lives – and long to enable clients and coordinators/teachers/trainers to do the same. We are fresh, innovative, strategic and sustainable. And unapologetically rested.One big advantage of taking some relaxation, is that it makes (y)our brain calm down, and then you come and look at the work freshly. You can imagine new things, take better decisions. Ensure the right direction. 2.We love the natural rhythm of the seasons. We follow the seasons as natural time demarcations of project cycles and contracts. We realign for each season what makes sense for us to take on and give our undivided attention to. We support a workweek that feels natural to our biorhytmn. We mind the timing of initiating and responding to things, and are convinced that overall it amplifies our impact. 3. We operate as an independent studio. Despite being a foundation and having the possibility to raise funds via donations, we consciously choose not to do that. Creating our own work that we believe in, and ensuring a robust finance base, ensures a fundamental independence, to offer you as a client the highest quality of advice and training. 4. We move lightly between people, and institutions. We only work agile around a client. 5. We love to work in a way that allows us to give our undivided attention to each project. We are engaged - fully present, with the people, the team, the work, which is why we only take on one large project per season. We believe in doing things well, simply for the sake of creating something good. 6. We only work on bespoke assignments for clients. We don’t work in generic ways on curricula - we always speak right into your technical (multidisciplinary, interdisciplinary, transdisciplinary) climate or urban field. We only work on technical matters, we consciously want to allow a legitimate contextualised and democratic local process for our clients, in which we do not take part. We discovered that not so much traditional teacher training, but bespoke advice assignments have the best learning curve and maximum impact on the work of our clients - highly qualified and really busy, unique course and training coordinators. 7.To us, technical and human resilience are two sides of the same coin and should be developed in a systemic and structural way. 8. We are well versed with ‘fit for purpose’ approaches, designing, developing and advising on the delivery of pilots and their consolidation. Incrementality, rolling-wave, open-building, and modular approaches are our signature strengths. 9. Good education to us involves a blended approach to teaching / training, a thoughtful combination of face to face and online delivery. It is also about the new value of face-to-face time for pedagogy - as absolute premium time, no longer taken for granted. This is why we continue to experiment and innovate with ‘live’ time from a pedagogical angle. The blend that makes sense varies for every individual context, and even for the one delivering a course, training or degree. Our response is therefore a highly personalized, uniquely tailored approach. 10. We look at technology through a pedagogical lens. We care deeply about the environment, and continue to grow in awareness about the carbon costs of technology. This is also why we design for simplicity. 11. We are passionate about bridging silos between your content field (climate / urban / architecture) and the world of expertise, and practice of educational design for effectiveness and resilience. We see a continuum between capacity development of university teachers, and of trainers of professionals. Making science actionable, and infusing practice with research. You see these cross-linkages reflected in all our approaches. We can be both high level and conceptual, and grounded and practical, anchoring in a given reality and context. We have a broad technical professional network with experts we can consult as necessary. 12. We consciously do not speak of capacity building, but of capacity development, as a two-way process in training teachers. We are always creating opportunities and possibilities for this dialogue and exchange in our capacity development implementation. When it comes to curriculum design, we strongly believe in continuous professionalisation on the job, as a coordinator, trainer, teacher runs into design challenges or other structural issues whilst they work with the design. 13. We come alongside a client, and operate as equal partners throughout the project duration of an advisory assignment. Our senior advisors expect to have an equal partner relationship with the client’s main focal point (i.e. a coordinator), whereby client and advisor work together, combining the advisor’s specialist knowledge with relevant knowledge about the content, the organisation and access to the relevant departments. Shared responsibility and joint decision making for the sake of ownership, allow the success and relevance of the identified outcomes and outputs. 14. We care about the human connection with our clients, and always look to the long-term in the relationship. Consistency and organic, open communication are important to us. In fact, continuity and trust are an important motivation for being a foundation which can carry through professional relationships and even friendships, over time, beyond the end date of projects. We let things come to us, and connect the right people, when the time is right. 15. We focus first and foremost on independent senior advice on curriculum design, at the drawing table, because this relates to a structural&nbsp;part of a coordinator’s own human resilience and the technical resilience of their course or degree. Other aspects of design and development flow from there as well. We do not engage in delivery of client’s curricula.&nbsp; 16. We love how finance can bring clarity, health and simplicity. We aim to have accountability, transparency, ensure honest prices for true value of qualitative expertise and products, and ensure sound financial expertise and reliability. 17. Matter matters. We love to make things concrete. To bring ideas, values into actual transformed structural designs. We are flexible in our range of deliverables, from inventiveness with the ordinary solutions, to the beauty of simplicity in corporate, elegant, and even artistic end products. Beauty is a language of calm to us. We create designs that instil function in beauty. Beauty instills calm, and a calmed nerve system is essential for learning and enjoyment of teaching. We are here especially for you as unique course/training coordinator, to come alongside you and partner with you, as you work on a (architecture / urban / development / policy / land / water / climate) curriculum, so that you can offer effective and resilient education in its simplest form. Header https://www.studioblended.com/Header Mon, 19 Apr 2021 11:27:45 +0000 studioblended https://www.studioblended.com/Header STUDIOBLENDED &nbsp;Blended&nbsp;Consultancy&nbsp;Course&nbsp; &nbsp;Publications Manifesto&nbsp; Us
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<description> STUDIOBLENDED &nbsp; &nbsp;ABOUTADVICEAUDIO PODCAST (RE-)DESIGN STUDIO DESIGN ANGLES RESOURCESCLIENT PORTFOLIO CONTACT EFFECTIVE&nbsp;AND RESILIENT EDUCATION - BY DESIGN(ARCHITECTURE / URBAN / DEVELOPMENT/ POLICY / LAND / WATER / CLIMATE) We are here especially for you as unique course/training coordinator, to come alongside you and partner with you, as you work on a (architecture / urban / development / policy / land / water/ climate) curriculum, so that you can offer effective&nbsp;and resilient education in its simplest form.Prefer direct contact? Feel free: tikvah@studioblended.com +31 6 42 47 29 69 RECEIVE A TAILOR-MADE QUOTATION </description>
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<description>ADVICEWe offer bespoke advice to individual course, training or degree coordinators. This may be in the academic world, or involve capacity development of professionals. We supervise and mentor master students and professionals. TRAINING We offer open access teacher training geared towards coordinators of courses, training sessions or degrees via our Audio Podcast ‘How to design a resilient curriculum’. RESOURCES Discover our unique philosophy and methodology in our&nbsp;Design angles. They are reflected in our&nbsp;Audio Podcast,&nbsp;publications and events. NEWSFLASH<img width="1000" height="500" width_o="1000" height_o="500" data-src="https://freight.cargo.site/t/original/i/45de99ebaf112f0d762b9a417cb7bb658514609c473507b494497ada9858e854/gradutation-hats.jpg" data-mid="214556737" border="0" src="https://freight.cargo.site/w/1000/i/45de99ebaf112f0d762b9a417cb7bb658514609c473507b494497ada9858e854/gradutation-hats.jpg" />... A very special graduation this season. Curious for more? Need a professional to come alongside you and parter with you on your bachelor/master thesis? Discover more on our page supervision of bachelor and master students.“I was recovering from a brain tumor, and - already struggling for a year - realised I was unable to structure my work and had no idea how I could ever graduate continuing in this way alone, and so I reached out for help. Tikvah strenghtened me to pick the thesis back up, in a moment that I was really down and out about it. We had to start with writing just a few lines a day, that was my tempo. I have come to trust Tikvah completely, and the approach she takes really resonates with me. I was so relieved to visualise all the knowledge in my head, it really calmed me. I am learning so many new skills in writing and communicating for the reader, to stop being so overly academic. The way Tikvah trained me with writing techniques is the invention of the century to me - it offers me structure, without being a straightjacket. I write with souplesse now and start seeing I’m actually not that bad a writer! I use it now everywhere, for my emails, for job applications - and I found a job! Now,&nbsp;I graduated too and can finally start a new page in my life.” Master thesis student memory studies, Leiden University, The Netherlands <img width="1266" height="784" width_o="1266" height_o="784" data-src="https://freight.cargo.site/t/original/i/7f08e1de9e9a81772c31f74e39d2d8f3dab2ef8abbf3dedfba69b517aabff994/Cazu-Zegers-.png" data-mid="216771493" border="0" src="https://freight.cargo.site/w/1000/i/7f08e1de9e9a81772c31f74e39d2d8f3dab2ef8abbf3dedfba69b517aabff994/Cazu-Zegers-.png" />&nbsp;Photo&nbsp;Cazu Zegers - all rights reserved Our Studio started a collaboration with the Chilean Architect Cazú Zegers who has shared a few hand drawn sketches from her renowned projects to give life to the covers of our Audio Podcast ‘How to design an effective and resilient curriculum’. The collaboration is infused with our shared passion for good educational design, and for our teachers - and ultimately, the students. Cazú has a beautiful phrase when she finishes her classes or speeches to young students: “It is essential that the vocation of the architect can be accompanied by what he or she is passionate about, be it nature, sports, culture, the community, etc. At Cazú Zegers Arquitectura we believe that if you combine your vocation and passion you will be able to find your destination. ⁠This reflection arises from the experience of Cazú Zegers where her architecture has been the product of the following equation:⁠ Vocation + Passion = Destination .” You will find her hand drawn sketches appearing incrementally as new episodes release. A common theme is the landscape. The ‘gesture figure form’ methodology is very much related to the territory and sometimes comes from the territory. “The territory is to America, as the monuments are to Europe,” says Cazú. To learn about Cazu Zegers’ work please visit: www.cazuzegers.com. Find her thesis on the territory and Instagram.&nbsp; Feel free to give us a direct call or Email us, for any question or problem you may have. tikvah@studioblended.com RECEIVE A TAILOR-MADE QUOTATION What clients say about us&nbsp;︎ </description>
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<description>STUDIOBLENDED <img width="5575" height="493" width_o="5575" height_o="493" data-src="https://freight.cargo.site/t/original/i/2b521cada9c2d1ad2090e8f7bbf19e733f621ce7a190b738798c0de9652c4021/STUDIOBLENDED-F2.png" data-mid="145659131" border="0" data-scale="46" src="https://freight.cargo.site/w/1000/i/2b521cada9c2d1ad2090e8f7bbf19e733f621ce7a190b738798c0de9652c4021/STUDIOBLENDED-F2.png" /> ABOUTADVICEAUDIO PODCAST (RE-)DESIGN STUDIO DESIGN ANGLES RESOURCESCLIENT PORTFOLIO CONTACT PURPOSE — Are you curious for more? Would you like to get in touch? Feel free to contact our lead directly for any questions or inquiries you may have. tikvah@studioblended.com&nbsp;+31 6 42 47 29 69 Legal statutes of association English translation of our legal statutes of association to follow. Registration Chamber of Commerce KvK-number 86242598 (Dutch)VAT identification numberNL 86 39 07 29 5 B01 Bank Account NL40 INGB 0709 6156 04 StudioBlended FoundationSWIFT/BIC: INGBNL2A Accountant&nbsp;Founders Our accounts are controlled annually by a financial advisor / accountant. <img width="1600" height="1200" width_o="1600" height_o="1200" data-src="https://freight.cargo.site/t/original/i/9c74c300a8673e5f729b54d598cfeaaefc7ae26e5d48e143710e1e7ef2453136/2022-04-28-012625000.jpg" data-mid="141133869" border="0" src="https://freight.cargo.site/w/1000/i/9c74c300a8673e5f729b54d598cfeaaefc7ae26e5d48e143710e1e7ef2453136/2022-04-28-012625000.jpg" /> On April 28, 2022, in Haarlem, our founder and lead, Tikvah Breimer (MSc MEd MSc), officially registered StudioBlended as a European based non profit foundation. The mission and vision of our Studio is to provide bespoke advice and tailor-made training so that your design for your course or training is both effective and resilient. Our vision is to make good educational design - effective and resilient - the standard for all professionals who coordinate courses or trainings. Here is our raison d’etre, as stated in article 3 of our statutes: ‘The foundation has the objective to (1) enlarge the resilience and capacities of teachers and trainers, both in higher education and beyond, (2) to design, stimulate and develop sustainably good education. The Foundation attempts to reach this objective amongst others by: -facilitating education and training for teachers and trainers, both in higher education and beyond -designing, developing, testing, implementing and evaluating educational programs and educational methods -advising universities, local governments, non govenrmental organisations and organisations for capacity development, as well as individual teachers. The Foundation does not aim to make a profit. We aim to offer the highest level of qualitative, personalised advice and training. Why a foundation? We take the long-term approach. Being a foundation allows us to ensure integrity, trustworthiness and continuity in client relationships we build.As a foundation, we never compete, but seek cross-learning from all active and inspiring players in this field. Being a non profit foundation means that all our income flows back into the foundation. This allows us to invest in sustainability and an organic approach. We don’t compromise on the golden triangle of quality, time and cost investment and therefore do pay experienced staff a fair wage. When including experts from our network and pool of freelancers, we work as an agile team. We receive independent legal and financial advice. We are here especially for you as unique course/training coordinator, to come alongside you and partner with you, as you work on a (architecture / urban / development / policy / land / water / climate) curriculum, so that you can offer effective and resilient education in its simplest form. </description>
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<item>
<title>Technical Regional</title>
<link>https://www.studioblended.com/Technical-Regional</link>
<pubDate>Wed, 02 Jun 2021 09:39:48 +0000</pubDate>
<dc:creator>studioblended</dc:creator>
<guid isPermaLink="true">https://www.studioblended.com/Technical-Regional</guid>
<description>STUDIOBLENDED ABOUTADVICEAUDIO PODCAST (RE-)DESIGN STUDIO DESIGN ANGLES RESOURCESCLIENT PORTFOLIO CONTACT TECHNICAL and REGIONAL —Are you curious for more? Would you like to get in touch? Feel free to contact our lead directly for any questions or inquiries you may have. tikvah@studioblended.com&nbsp;+31 6 42 47 29 69<img width="4000" height="4000" width_o="4000" height_o="4000" data-src="https://freight.cargo.site/t/original/i/11590f96162bba204036131a1b0a4c40fbb3588ccaf805c9598e3954d99d9010/map-as-graphism-2.png" data-mid="162624097" border="0" src="https://freight.cargo.site/w/1000/i/11590f96162bba204036131a1b0a4c40fbb3588ccaf805c9598e3954d99d9010/map-as-graphism-2.png" /> Europe, seen with new eyes - from the Mediterranean sea. Art as a co-lab between Tikvah Breimer, Francesco Torresani, Mattia Leone (DiARC UNINA) and Lucas Rampazzo. “Foremost, I feel very at ease knowing that Tikvah is not only an educational advisor but also someone who truly understands the urban development field. It was an enjoyable co-creation experience not starting from zero but maximizing the learnings and experience of the course implementation in the previous years.”Charmae Pyl Wissink-Nercua (she/her)Specialist in Urban Land, Housing Development and Capacity BuildingCourse Manager, Sustainable Urban Development (SUD)Institute for Housing and Urban Development Studies (IHS), Erasmus University, Rotterdam <img width="184" height="80" width_o="184" height_o="80" data-src="https://freight.cargo.site/t/original/i/3f9e494cf82abd9231854d3fd71534388f24259dda93d4b399a51f7afdc48b9e/Erasmus.png" data-mid="204968856" border="0" data-scale="34" src="https://freight.cargo.site/w/184/i/3f9e494cf82abd9231854d3fd71534388f24259dda93d4b399a51f7afdc48b9e/Erasmus.png" /> As stated in our manifesto, one of our core values is that we only work on technical matters, highly tailored for clients.We have extensive knowledge and practice in the technical fields listed below. Up-to-date with contemporary thinking and expert networks, we ensure that as a client you don’t have to start from scratch.&nbsp; We are ready to come alongside you, effectively and efficiently. REGIONAL As a European-based Studio, we take a special interest in working in Europe, in particular in The Netherlands, and in the South of Europe.We also work closely with countries in Latin America. TECHNICAL FIELDSARCHITECTUREAll kinds of combinations of the below, open building, modular. URBAN Planning: urban/regional governance, peri-urban interface, urban-rural connections,&nbsp;urban planning, masterplans.Urban land: land markets, land law, land policy, land instruments, land value capture, land based finance, how land is the fundament under both planning and housing. Land administration: cadastre, land administration, ‘fit for purpose’ approaches.Spatial: geospatial analysis/GIS and GPSHousing: incremental housing, urban housing projects, social housing, informality. DEVELOPMENTMacro factors: inequality, macro politics/economics/sociology, structural factors, legitimate democratisation processes. POLICY Regional, national, metropolitan and urban policy.WATERWater: access to affordable safe water, piped water, WASH projects. CLIMATE Climate change, eco-systems, forests, climate adaptation, biodiversity, forests, GIS analysis, biodynamical agriculture, microclimate, heat islands. We are here especially for you as unique course/training coordinator, to come alongside you and partner with you, as you work on a (architecture / urban / development / policy / land / water climate) curriculum, so that you can offer effective and resilient education in its simplest form. <img width="4000" height="4000" width_o="4000" height_o="4000" data-src="https://freight.cargo.site/t/original/i/45c6fb0470543532e370178ffdeabd33f4a9bf711c03f5b44f1c0d2f3b1b7276/map-as-graphism-1.png" data-mid="162624100" border="0" src="https://freight.cargo.site/w/1000/i/45c6fb0470543532e370178ffdeabd33f4a9bf711c03f5b44f1c0d2f3b1b7276/map-as-graphism-1.png" /> </description>
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<title>Blended</title>
<link>https://www.studioblended.com/Blended</link>
<pubDate>Tue, 25 May 2021 12:26:02 +0000</pubDate>
<dc:creator>studioblended</dc:creator>
<guid isPermaLink="true">https://www.studioblended.com/Blended</guid>
<description>STUDIOBLENDED ABOUTADVICEAUDIO PODCAST (RE-)DESIGN STUDIO DESIGN ANGLES RESOURCESCLIENT PORTFOLIO CONTACT BLENDED — “In the future we will not speak of ‘blended’ education anymore, we will only talk of good education – and it will naturally involve a thoughtful integration of ‘face to face’ and online learning and teaching.” From an interview (2021) by Tikvah Breimer with Wiebe Dijkstra, Coordinator Blended Learning Developers at TU/Delft. Collaborated on two Erasmus+ Programmes on Blended Higher Education (EMBED (2017-2020) and DigitelPro (2022). “I always felt ‘blended’ was like something superimposed on us with quite some pressure. But the [StudioBlended] workshop made me realise, that I was confusing ‘hybrid’ and ‘blended’, and i became aware of just how biased I had entered the workshop and I had many eye openers.”&nbsp; One of the senior teachers participating in our workshop ‘Blended: reenvisioning face to face time’. See under ‘Client portfolio’ RECEIVE A TAILOR-MADE QUOTATION Are you curious for more? Would you like to get in touch? Feel free to contact our lead directly for any questions or inquiries you may have. tikvah@studioblended.com +31 6 42 47 29 69 <img width="1266" height="1254" width_o="1266" height_o="1254" data-src="https://freight.cargo.site/t/original/i/cb9b3180c43fd3c1c0b6aee517bae093efc852d6f71da41569684c0b71fbc3e3/blended.png" data-mid="193053034" border="0" src="https://freight.cargo.site/w/1000/i/cb9b3180c43fd3c1c0b6aee517bae093efc852d6f71da41569684c0b71fbc3e3/blended.png" />Photo: Breimer. Blended‘Blended’ is characterised by the thoughtful integration of physical/analogue with remote/online teaching and learning. As a Studio we transition away from a traditional conceptualisation of the ‘face to face’ time involved, and reimagine ‘face to face’ as premium time for learning and teaching, supported and enriched by the presence of online platforms. ‘Blended’ is often controversial but as a Studio we don’t shy away from it. We dare to lead the way. There is no one blended format that fits all. Each design is unique. Perhaps in one context, the cost and time of travelling as well as the climate impact, lead a course/training coordinator to design mostly remote components. This offers the attractiveness of flexibility and the possibility of decentralisation. Perhaps in another context, so-called ‘traditional’ face to face time is considered as the only viable and accepted option locally, and the structure it provides for a cohort of learners is fiercely protected with only a small remote component.Rather than a dichotomy, either face to face or&nbsp;remote education, the two become intertwined in a meaningful way in order to amplify the learning curve.&nbsp; RECEIVE A TAILOR-MADE QUOTATION Our Design Studio <img width="878" height="494" width_o="878" height_o="494" data-src="https://freight.cargo.site/t/original/i/fce2a33091321efe451c90123fbd442dd80c11f0406c78af5eca7babbac9720a/Live-time-optimisation-envisioning-excercise.png" data-mid="180428187" border="0" src="https://freight.cargo.site/w/878/i/fce2a33091321efe451c90123fbd442dd80c11f0406c78af5eca7babbac9720a/Live-time-optimisation-envisioning-excercise.png" /> Image [click to expand]: blended learning wave model by Breimer (after TU-Delft, Wiebe Dijkstra) as used in our resilience teacher training (2021) to design for a face-to-face moment in a course. The horizontal lines point to time, the organic line is the learning journey of the student going through asynchronous, synchronous and face to face moments. Here a drawing of a face-to-face moment in education by Tannya Pico, PhD candidate at Erasmus University doing research into Nature Based Solutions (NBS). Envisioning excercise in ‘live time optimisation’ during our resilience course. One of the participating teachers made this drawing for her course design, using a playful sketch of a blended learning wave. <img width="898" height="506" width_o="898" height_o="506" data-src="https://freight.cargo.site/t/original/i/751197cf435b6791b1df5898ec7c626962f76e1cce4b7797ef83b65dd6cd1560/blended-wave-transdisciplinary.png" data-mid="166417503" border="0" src="https://freight.cargo.site/w/898/i/751197cf435b6791b1df5898ec7c626962f76e1cce4b7797ef83b65dd6cd1560/blended-wave-transdisciplinary.png" /> Image [click to expand]:&nbsp;model based on TU Delft / WP Dijkstra adapted by Breimer. Example of a possible subsequent ‘blended’ and transdisciplinary learning journey: a thoughtful integration of asychronous and synchronous. Our Audio Podcast<img width="2000" height="2000" width_o="2000" height_o="2000" data-src="https://freight.cargo.site/t/original/i/a4fc6fe7b4bb1cd4447ddbd9ae821d830b933c7910f4eff1677ce58ae9a52f2e/Episode-2.jpg" data-mid="211261373" border="0" src="https://freight.cargo.site/w/1000/i/a4fc6fe7b4bb1cd4447ddbd9ae821d830b933c7910f4eff1677ce58ae9a52f2e/Episode-2.jpg" />Prefer to read? Looking for resources? TranscriptListen on: Acast Spotify Apple Release Dec 21 ‘22&nbsp; &nbsp; &nbsp; &nbsp; Where to begin, to design with a blended approach?This Audio Podcast special edition episode is all about the premium time that face to face has become in education, and how you can use it, to design with qualitative guidelines of flexibility and accessibility, and pedagogy unique for your content. You need a bespoke approach. Allow this episode to bring you simplicity. Related media mentionsThe paper below featured in a qualitative Dutch newspaper, NRC Handelsblad, under ‘NRC Future Affairs’ on June 19, 2021. <img width="648" height="118" width_o="648" height_o="118" data-src="https://freight.cargo.site/t/original/i/8455a538cad0002b309c793c0cc8e54e25bd7921c7abe1b4e19a87c355bb3248/NRC-future-affairs.png" data-mid="193052352" border="0" data-scale="52" src="https://freight.cargo.site/w/648/i/8455a538cad0002b309c793c0cc8e54e25bd7921c7abe1b4e19a87c355bb3248/NRC-future-affairs.png" /> Breimer, Tikvah, Browne, Nigel &amp; Bart Slob 2021 ‘Envisioning blended higher education in post-lockdown Europe: Reflections on experience, needs and risks through a pedagogical lens.’ Conference on the Future of Europe. <img width="451" height="633" width_o="451" height_o="633" data-src="https://freight.cargo.site/t/original/i/dfe2e760a4c77abe4e28d6ba782491d498458c66e052eb2f36b311e5f0d540bb/Paper-cover.png" data-mid="193052380" border="0" src="https://freight.cargo.site/w/451/i/dfe2e760a4c77abe4e28d6ba782491d498458c66e052eb2f36b311e5f0d540bb/Paper-cover.png" /> Related communitiesDid you know there is a national blended learning community in The Netherlands (Surf)? You can easily join, even today, in a couple of clicks, and stay in touch with peer experts, stay updated on a realitycheck of what works and doesn't, and join free workshops to stay updated on various models for blended design. It's mostly in Dutch. To illustrate: a workshop on the 4C/ID model, very suitable for designing for an architectural curriculum. For user experiences see for instance Maastricht.Related publicationsHave a look at some noteworthy recent publications. ‘Many people still associate blended learning with emergency remote teaching we were forced into due to the covid pandemic. So why would online and face-to-face teaching together work well? Wouldn’t it work better without the online component? On top of that, past research has mainly focused on the online component of blended learning. This study makes it clear that the success of blended learning also rests on the quality of the integrated face-to-face activities. Based on this review study, face-to-face activities should have a focus on either higher-order learning, and / or increasing engagement and / or creating social interaction.’ Brouwer et al (eds) 2023, p. 32-35 (Review of Buhl-Wiggers 2022). <img width="996" height="626" width_o="996" height_o="626" data-src="https://freight.cargo.site/t/original/i/0e996f8e8411d2239f2d2330622881f15072c1682374a3ddb2664f18323ba8b5/campus-of-the-future.png" data-mid="195116000" border="0" src="https://freight.cargo.site/w/996/i/0e996f8e8411d2239f2d2330622881f15072c1682374a3ddb2664f18323ba8b5/campus-of-the-future.png" />Image:&nbsp;The campus of the future is a combination of solid, liquid and gas” – from traditional campus model to virtual model (and back) – slide from the inaugural speech of Prof. Alexandra den Heijder, November 13, 2019 Universities across Europe have the ambition to become climate neutral - and this very much also relates to building management, and stimulates universities to ‘go blended’. Campus of the future: the virtual campus emerged - but the physical campus stayed. It leads to the rise of ‘blended’ education. The ambition to become carbon neutral, envisons a campus that is circular, healthy, and biodiverse. Such a climate action requires major commitment and participation from all faculties and departments. Universities are big consumers of energy. Their real estate tends to be large, diverse and fragmented. High energy consumption is inherent to their operations. We are looking at a scale on which the campus is still physical - and goes virtual. Having less need for expansion of the physical space, implies less environmental pressure coming from brick, gas and water. At the same time, ‘the more digital our daily activities become, the more we appreciate old-school, analogue alternatives… as counterweights. Not to replace them, but in binary combinations. And so, environmental pressure, and financial resources, lead to strategic choices to preserve the university’s heritage and legacy, offering a home base to return to for a virtual community - whilst also accommodating for more remote learning and teaching’ Den Heijer 2021. The strategic choice by your management may be further amplified by the ambition to decentralise, or go to scale. New policy at your university may be translated into a % of education you, as course/degree coordinator may teach on-campus / remote respectively. Or perhaps, quite a contrary experience, at your university, the tradition of face to face is actually stimulated in a top-down way. <img width="520" height="670" width_o="520" height_o="670" data-src="https://freight.cargo.site/t/original/i/4bab24117e087ec28fcf16c3d652b1a7c162666a356f823af9dad4b430593450/imaging-neuroscience.jpeg" data-mid="195104882" border="0" data-scale="46" src="https://freight.cargo.site/w/520/i/4bab24117e087ec28fcf16c3d652b1a7c162666a356f823af9dad4b430593450/imaging-neuroscience.jpeg" /> The irreplaceable value and impact of ‘face to face’ interaction, is further confirmed by neuroscience in this new study by Yale neuroscientist Joy Hirsch and colleagues. They ‘compared the neural responses of people having face-to-face conversations and those talking on Zoom. They found that Zoom significantly reduces the neural signaling in the brain regions that govern social communication. The researchers observed that face-to-face interactions involve more dynamic facial cues, more gaze time, more pupil dilation, and more coordinated neural activity between the conversing partners. These are all indicators of increased arousal and face processing ability in the brain.’ (Associate Professor Jonathan Boymal RMIT university).So, how do you know which teaching to do on ZOOM, and which to do ‘face to face’? Remember that ‘despite its convenience, online representations of faces appear not to have the same access to the social neural circuitry in the brain as the real thing.’ More design angles we useTechnical resilience Human resilience Modular Time dimension Evidence-based designFinancial health and resilience by (re)designInnovative and deep pedagogy Multi- Inter- and transdisciplinary Blended Bichronous Designed to be green (and technological simplicity) Nature and aspirations Flexibilisation and personalisation Simplicity and decluttering References Den Heijer,&nbsp;A.C. 2021. Campus of the future: Managing a matter of solid, liquid and gas. Technical University Delft (TU/D) Research.&nbsp;Buhl-Wiggers, J., Kjærgaard, A., &amp; Munk, K. (2022). How face-to-face activities impact the success of Blended Learning Publication: A scoping review of experimental evidence on face-to-face components of blended learning in higher education. Studies in Higher Education, 1-23 Enora Bennetot Pruvot and Veronika Kupriyanova 2022 Universities, the energy crisis and the cost-cutting trap Surf Future Campus trend report: A look at the Future of the Campus in 2040. Surf 2023. The Science Behind Blended Learning. Encouraging a more evidence based approach in higher education.&nbsp;Zhao, Nan,&nbsp;Zhang, Xian,&nbsp;Noah,&nbsp;J. Adam,&nbsp;Tiede, Mark &amp;&nbsp;Joy Hirsch 2023 ‘Separable processes for live “in-person” and live “zoom-like” faces’. Imaging Neuroscience 1: 1-17. We are here especially for you as unique professional, to come alongside you and partner with you, as you work on a (architecture / urban / development / policy / land / water / climate) curriculum, so that you can offer effective and resilient education in its simplest form. </description>
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<item>
<title>Publications</title>
<link>https://www.studioblended.com/Publications</link>
<pubDate>Mon, 19 Apr 2021 11:27:43 +0000</pubDate>
<dc:creator>studioblended</dc:creator>
<guid isPermaLink="true">https://www.studioblended.com/Publications</guid>
<description> STUDIOBLENDED ABOUTADVICEAUDIO PODCAST (RE-)DESIGN STUDIO DESIGN ANGLES RESOURCESCLIENT PORTFOLIO CONTACT PUBLICATIONS—Find our overview of open access publications here. Are you curious for more? Would you like to get in touch? Feel free to contact our lead directly for any questions or inquiries you may have. tikvah@studioblended.com&nbsp;+31 6 42 47 29 69 <img width="551" height="781" width_o="551" height_o="781" data-src="https://freight.cargo.site/t/original/i/0b56ddabfaac292e8ff8327d711e4ab1e33633a5772bb968dadcd9c7dc9a0510/Frontcover-report.png" data-mid="138044208" border="0" src="https://freight.cargo.site/w/551/i/0b56ddabfaac292e8ff8327d711e4ab1e33633a5772bb968dadcd9c7dc9a0510/Frontcover-report.png" />Report available open-source here Includes our spin-off pilot SouthSouth European audio podcast teacher training Report ‘Resilience and the (non)sense of teacher training in the South of Europe.’ PAR in the Conference on the Future of Europe—Lead and reporter:Tikvah Breimer Local coordinator, advisor and editor: Enza Tersigni Senior advisor:Mattia Leone Contributors: Invited experts and young/seasoned teachers intersecting across generationsand Northern and Southern Europe Editing / Design:Jane LongleyLucas Rampazzo —Spring 2022 <img width="375" height="537" width_o="375" height_o="537" data-src="https://freight.cargo.site/t/original/i/ea2dca3e6b94ce301e63a4350813d061f3bab7f764691ab37edde2c97ac5a506/Guide.png" data-mid="133918039" border="0" src="https://freight.cargo.site/w/375/i/ea2dca3e6b94ce301e63a4350813d061f3bab7f764691ab37edde2c97ac5a506/Guide.png" />Guide available open-source here February 25, Friday, 2022 - our event in the Future of Europe Conference. The Japanese Future Design Model going into a synchronous pedagogical audio playground.—Authors:Tikvah Breimer Coordinators:Tikvah BreimerPaolo Destilo Enza Tersigni Mattia Leone Editing / Design:Jane LongleyLucas Rampazzo —Spring 2022 Abstract—StudioBlended’s pedagogical pilot with an audio playground using the Japanese Future Design Model, in our event in the Conference on the Future of Europe. A collaboration with Europematters and DiARC/UNINA Naples, Italy.The guide has pleny of resources to take it further into climate education or further experimentations with audio playgrounds. Keywords—University teachers, Generations, Voice, Policy making, Climate Education, South South, Audio, Podcasts, Playground, Pedagogical game, Role play#theFutureisYours #CoFoE #EuthPages #Erasmus #ErasmusPlus <img width="451" height="633" width_o="451" height_o="633" data-src="https://freight.cargo.site/t/original/i/e77a28c7e2c0ffde3fa41df6377d5ef6a9169a9925a07d890d0535b8c34d5f34/Paper-image.png" data-mid="111012281" border="0" src="https://freight.cargo.site/w/451/i/e77a28c7e2c0ffde3fa41df6377d5ef6a9169a9925a07d890d0535b8c34d5f34/Paper-image.png" />Paper available open-source hereThe paper featured in a qualitative Dutch newspaper, NRC Handelsblad, under ‘NRC Future Affairs’ on June 19, 2021. February 25, Friday, 2022 - our event in the Future of Europe Conference, stay tuned for more information. Envisioning blended higher education in post-lockdown Europe: Reflections on experience, needs and risks through a pedagogical lens.—Authors:Tikvah Breimer Nigel BrowneBart Slob Contributors:Wanda FracheboudGeoffrey PayneForbes DavidsonLaila BouallouchArturo Chica VillaCarley PenninkTessa VerhallenFernando Casado —Spring 2021 Abstract—In 2020 all over Europe remote education became the new normal when due to the Covid-19 pandemic many had to study and work from home. The new situation with an immediate switch to online learning was unprecedented. It was a year of change – never before were so many learners and staff exposed to online learning and teaching. As the lockdowns begin to lift, we wonder: What will learning and teaching look like in higher education in post-lockdown Europe? One thing seems certain: the future of higher education is blended – a well-thought out integration of online and face- to-face learning and teaching. It will not happen overnight, and it may be an iterative or even messy and highly unequal process. In this paper we explore the optimal blend between online and face to face learning and teaching. Starting at the course level, we consider the essentials of online learning and face-to-face teaching, and contrast and balance them to understand trade-offs. We then explore and distil the implications for policy and decision-making. We approach blended learning through a pedagogical lens. What is the optimum blend? Educational quality and access to education are two recurring themes in our discussion. The world has been turned upside down over the past year – it is going to take a long time before things normalize. It makes little sense to provide recommendations at this point in time. Instead we flag several long-term risks, and formulate pertinent questions, to guide thinking and decision-making on the ways we may learn and teach in post-lockdown Europe. With the objective to inform decision-making as blended learning rolls out incrementally in the coming months and years. Keywords—Higher education, blended learning, teaching, pedagogics, quality education, access to education, hybrid, Europe, policy, economics, governance, wellbeing, inequality, digital divide, COVID-19, post lock-down, South of Europe We are here especially for you as unique professional, to come alongside you and partner with you, as you work on a (architecture / urban / development / policy / land / water / climate) curriculum, so that you can offer effective and resilient education in its simplest form. </description>
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<item>
<title>Client Portfolio</title>
<link>https://www.studioblended.com/Client-Portfolio</link>
<pubDate>Mon, 19 Apr 2021 11:27:41 +0000</pubDate>
<dc:creator>studioblended</dc:creator>
<guid isPermaLink="true">https://www.studioblended.com/Client-Portfolio</guid>
<description> STUDIOBLENDED ABOUTADVICEAUDIO PODCAST (RE-)DESIGN STUDIO DESIGN ANGLES RESOURCESCLIENT PORTFOLIO CONTACT CLIENT&nbsp;PORTFOLIO— “I like it. This is very fresh, innovative, strategic – instead of ad hoc - and sustainable!”Response of one of our clients to the bespoke strategic proposal we crafted not only for his course, but the entire portfolio of short-courses.&nbsp;Alonso Ayala, Head of the Academic Department Urban Social-Spatial Development at the Institute for Housing and Urban Development Studies (IHS), Erasmus University. “... and it works because, instead of another "method", what Tikvah delivers is individually tailored consultancy. She first listens, then she suggests new paths and possibilities for implementing our work differently, without losing what each individual cares about most.”prof. dr. Patricia SamoraSenior lecturer and researcherPontificia Universidade Catholica de CampinasFaculty of Architecture and UrbanismGreater Sao Paulo Metropolitan AreaBrazil RECEIVE A TAILOR-MADE QUOTATION Are you curious for more? Would you like to get in touch? Feel free to contact our lead directly for any questions or inquiries you may have. tikvah@studioblended.com&nbsp;+31 6 42 47 29 69 <img width="4000" height="3000" width_o="4000" height_o="3000" data-src="https://freight.cargo.site/t/original/i/c5cb69c5dc8f11c7e56d0b3d6783634ab0d7354972c1b602ebec830ba481fca6/AMS-III.jpg" data-mid="217238893" border="0" src="https://freight.cargo.site/w/1000/i/c5cb69c5dc8f11c7e56d0b3d6783634ab0d7354972c1b602ebec830ba481fca6/AMS-III.jpg" /> <img width="4000" height="3000" width_o="4000" height_o="3000" data-src="https://freight.cargo.site/t/original/i/f175119310a0c1b7cf58fc4784afe64c7a51d7261e464407519683be4208a8d4/AMS-I.jpg" data-mid="217238891" border="0" src="https://freight.cargo.site/w/1000/i/f175119310a0c1b7cf58fc4784afe64c7a51d7261e464407519683be4208a8d4/AMS-I.jpg" /> <img width="2000" height="2000" width_o="2000" height_o="2000" data-src="https://freight.cargo.site/t/original/i/0fd9c52b5386cd63a97e979ca3bda79b43339b70a2b561b37641a768c30da7ff/Episode-4.jpg" data-mid="217238899" border="0" src="https://freight.cargo.site/w/1000/i/0fd9c52b5386cd63a97e979ca3bda79b43339b70a2b561b37641a768c30da7ff/Episode-4.jpg" /> <img width="4000" height="3000" width_o="4000" height_o="3000" data-src="https://freight.cargo.site/t/original/i/d3f32942a0d2b5490469450c495932570a802f3d48c4332fd8ef13f9e4774ae3/AMS-V.jpg" data-mid="217238895" border="0" src="https://freight.cargo.site/w/1000/i/d3f32942a0d2b5490469450c495932570a802f3d48c4332fd8ef13f9e4774ae3/AMS-V.jpg" /> <img width="4000" height="3000" width_o="4000" height_o="3000" data-src="https://freight.cargo.site/t/original/i/bdb75c74065a3be91f6e9934951ad603be3e321d5acf7e0a3a3a31d809f893c1/AMS-IV.jpg" data-mid="217238894" border="0" src="https://freight.cargo.site/w/1000/i/bdb75c74065a3be91f6e9934951ad603be3e321d5acf7e0a3a3a31d809f893c1/AMS-IV.jpg" /> Photo: The AmsterdamInstitute for Metropolitan Studies (AMS), and the workshop in the afternoon. On Friday August 30, Tikvah Breimer (MSc MAEd MSc) had the great honor to join the academic teaching team of MSc Metropolitan Analysis Design and Engineering (MADE) at the Amsterdam Institute for Metropolitan Studies (AMS) to kick-off the new academic year, and deliver a keynote coupled by a group excercise around strategizing and envisioning 'big ideas' in the Master's curriculum - in order to be equipped to simplify and innovate. MSc MADE was founded some 8 years ago. How can it remain relevant and cutting-edge well into the coming years? This is the authentic question of the program director.The result of the workshop:&nbsp; The teaching team is equipped with knowledge and understanding of what makes a resilient (trans/interdisciplinary) curriculum that stands the test of time. The team becomes aligned around a shared understanding of the big ideas of the AMS/MADE educational program - and how these evolve over time. The teaching team can take this design forward into futher time-resilient and innovative educational design and development. The keynote is reflecting StudioBlended 's truly most original and technical work and we're happy to now share it with you too, it just released on all your favorite streaming channels. Curious? Listen to the keynote (Apple Spotify) or find it on our Audio Podcast page, including a full transcript and many, many resources for further exploration. Find the Metropolitan Analysis Design and Engineering (MADE) program - a collaboration between Delft University of Technology and Wageningen University &amp; Research - here.“It was inspiring and fruitful [for me as participant]. I realised a course has baseline building blocks versus the trends and hypes that come and go. I realised where to invest in most. I am taking this further for my own field for sure.” dr. Roberto Rocco Senior Associate Professor of Spatial Planning and Strategy at TU/Delft Faculty of Architecture and Built Environment, Governance specialist focusing on Spatial Justice and Governance for Just Transitions.<img width="286" height="176" width_o="286" height_o="176" data-src="https://freight.cargo.site/t/original/i/d8d00ab879f7906a8e3db6350f96c8701b93ccb1527665322806a89f6e8a8220/TU-Delft.png" data-mid="217239047" border="0" data-scale="41" src="https://freight.cargo.site/w/286/i/d8d00ab879f7906a8e3db6350f96c8701b93ccb1527665322806a89f6e8a8220/TU-Delft.png" />“It was unexpected. We prepared thoroughly in our conversations beforehand, and even so you were able to surprise me. Instead of themes we would have grouped in a very concrete manner, it was all much more layered and strategic. Much more academic than I expected - for the good. We identified undercurrents, hypes and baselines and all in all created much more depth. It was really useful to look at our program like this - the graphical output we received, shows rising and declining lines that require attention - which words/concepts are we going to use, and which aspects do we need to adjust in the background? Merely producing some themes with the team would have been irrelevant to me - what we did now, truly gets us further in the coming year as we reimagine the program. I got what i needed.” Dr. Stefan van der Spek Associate Professor of Urban Design at TU/Delft Faculty of Architecture and Built Environment, Program Director of MSc MADE at AMS Institute and co-director of VR-BK at BK-LABS <img width="400" height="394" width_o="400" height_o="394" data-src="https://freight.cargo.site/t/original/i/d19c2c763ce661ed30d44fa158ada9180c4b890bbd4755b16a53f898b15c4668/AMS.png" data-mid="217235632" border="0" data-scale="26" src="https://freight.cargo.site/w/400/i/d19c2c763ce661ed30d44fa158ada9180c4b890bbd4755b16a53f898b15c4668/AMS.png" /> Are you curious to learn more about this specific workshop? Would you like to receive a bespoke quotation? Feel free to Email me directly, via: tikvah@studioblended.com <img width="3000" height="4000" width_o="3000" height_o="4000" data-src="https://freight.cargo.site/t/original/i/ef505312b00692fa57fd42344c53b325fdac77eb79040c3c840d2d8790f5fb59/Photo-IHE-I.jpg" data-mid="212598305" border="0" src="https://freight.cargo.site/w/1000/i/ef505312b00692fa57fd42344c53b325fdac77eb79040c3c840d2d8790f5fb59/Photo-IHE-I.jpg" /> Photo: students brainstorming in the imagination at work session at the UDCW Workshop Rotterdam, UCCRN_edu network StudioBlended was invited to partner up in the Institute for Water Education (IHE-Delft)/Urban Design Climate Workshop (UDCW) - to strenghten the delivery of the workshop, this time in Rotterdam, together with experts whose (teaching) work we deeply respect and admire. The workshop is part of the Urban Climate Change Research Network Education (UCCRN_Edu). The setting of the workshop was the brownfield of M4H Rotterdam, a formal port area that has now become a space for innovation. Future in the making.What would happen to our climate curricula if we incorporated the needs of future generations of students? Surely such an excercise would break down a bit current dominant paradigms and contemporary environmental problems, and lead us to recognise what becomes important in the long run. The session led by Tikvah Breimer (MSc MAEd MSc), created a playground - a Japanese Future Design Experiment - in which the 20 Master level students, entered into a dialogue with imaginary future generations of students to together design an interdisciplinary curriculum of the future for flood risk in Rotterdam. The output - the future curriculum design - was first created hands-on, on the wall, and then taken in digital form into the mutiplyer event. This event centered on imagination at work - design thinking for Climate Action. The outcome is future literacy, adaptability, exploratory thinking (see Joint Research Centre 2022, the European Sustainability Competence Framework), and better grasping paradigm shifts, the X-curve for transition - and youth voice. For more, see our events page or our page on technical resilience. “Working with StudioBlended and Tikvah was a piece of cake, very easy. She knows what she is about and what she wants to do. I could simply let her do her thing. I trusted her fully as a professional and professional it was.” Dr. William VeerbeekSenior Lecturer in Flood ResilienceIHE-Delft Institute for Water Education Co-coordinator UCCRN_edu workshop in Rotterdam <img width="676" height="192" width_o="676" height_o="192" data-src="https://freight.cargo.site/t/original/i/510e1b17d5633dd0ab3cfc6861308c7884c07e59ca6576a92e01f4aa88b0ce1a/IHE.png" data-mid="212169965" border="0" data-scale="48" src="https://freight.cargo.site/w/676/i/510e1b17d5633dd0ab3cfc6861308c7884c07e59ca6576a92e01f4aa88b0ce1a/IHE.png" />Are you curious to learn more about this specific workshop? Would you like to receive a bespoke quotation? Feel free to Email me directly, via: tikvah@studioblended.com <img width="1200" height="800" width_o="1200" height_o="800" data-src="https://freight.cargo.site/t/original/i/4a6976028dd389512f7424bcbf4edfe4f4a04c28bb08d0313c21d8f991d1ebdb/SUD-certification.jpeg" data-mid="207714061" border="0" src="https://freight.cargo.site/w/1000/i/4a6976028dd389512f7424bcbf4edfe4f4a04c28bb08d0313c21d8f991d1ebdb/SUD-certification.jpeg" /> Photo: graduation day of the Sustainable Urban Development (SUD) post-graduate course for professionals. StudioBlended came alongside the course coordinator of the longest running short course at IHS/Erasmus University in its 105th edition. It went from being a 6 months course, to a 3 months and this year even a 5 weeks course for the first time. The problem of this client? Overload in the curriculum and schedule, it’s simply too much! Packed. Our independent senior advisor gave advice on the simplification of the content, the modular approach, and on the schedule. A pilot was conducted in which lecturers were briefed on the ‘big ideas’ of their session, and their embedding in certain modules. Our independent senior advisor sat in their lectures to further improve the impact of such briefings. Result: The course gained in effectiveness and resilience well into the coming year(s). The course coordinator and lecturers are enabled to teach with clarity, doing less so that participants learn more. The coordinator gains insight and skill in how to effectively interact with lecturers on how their session fits within a certian module and the overall body of knowledge of the course. Through that the coordinator is equipped in how to maximize the impact of the lectures on the learning curve of the participants. The course was a blended course using Canvas as LMS. <img width="204" height="192" width_o="204" height_o="192" data-src="https://freight.cargo.site/t/original/i/73e899858fb4a0dc422f590a9514a2660ac4538bc067353daeff18d706435fa6/Canvas.jpg" data-mid="214155648" border="0" data-scale="23" src="https://freight.cargo.site/w/204/i/73e899858fb4a0dc422f590a9514a2660ac4538bc067353daeff18d706435fa6/Canvas.jpg" /> Find out more about the re-design studio here. “I was in a moment in my carreer where I missed challenge, and so longed for something refreshing and for experimenting. And with the Studio(Blended) we started daring to do that. So often, course coordinators are seen as just administrative and logistic coordinators, handling all the participants, schedules, lecturers, excursions, solving issues etc. After 6 years of running the same course as a coordinator, I felt I was getting weary, and wondered: is there anything fresh and new, that I myself can still learn? Tikvah first of all helped me to align and synthesize the content of the course with my PhD, so that I would work efficiently and feel energized again well into the coming years. By starting to work with the Studio’s open-building framework for the big ideas of the course – and communicating with clarity to each and every lecturer which learning objectives I wanted them to focus on in their sessions – suddenly I was back firmly in the content seat. I am now the CEO of this course: advising the lecturers, how their session contribute to the whole of the body of knowledge of the course. I feel so much more acknowledged as a course coordinator that gives direction to the content of the course, and receive very positive reactions from all involved. Along the way, Tikvah advised and equipped me how to simplify the course, by doing less actually, so that participants learn more – and it actually set free significant new budget. ” <img width="7892" height="3409" width_o="7892" height_o="3409" data-src="https://freight.cargo.site/t/original/i/84bd40bcd080fab9c21b87f4ceeecb439dee397bdf0b1919625963775dc15d38/IHS_museo_logo_original_colours.png" data-mid="209129895" border="0" data-scale="42" src="https://freight.cargo.site/w/1000/i/84bd40bcd080fab9c21b87f4ceeecb439dee397bdf0b1919625963775dc15d38/IHS_museo_logo_original_colours.png" /> Charmae Pyl Wissink-Nercua (she/her) Specialist in Urban Land, Housing Development and Capacity Building Course Manager, Sustainable Urban Development (SUD), Institute for Housing and Urban Development Studies (IHS), Erasmus University. <img width="2048" height="1536" width_o="2048" height_o="1536" data-src="https://freight.cargo.site/t/original/i/8c31a6421fb3c27d8494d42cbfcea9624adc90fa025452b945817f4c2aa700fe/burssels.jpg" data-mid="190241122" border="0" src="https://freight.cargo.site/w/1000/i/8c31a6421fb3c27d8494d42cbfcea9624adc90fa025452b945817f4c2aa700fe/burssels.jpg" />Vegetation covering a buidling in Brussels. Photo: Tannya Pico (PhD candidate in Nature Based Solutions) Our lead/founder, Tikvah Breimer (MSc MEd MSc) continuously works as independent senior level master thesis advisor.&nbsp; Read more about it on our page about supervising and mentoring students and professionals. The work is blended and remote in Europe. Amongst others for bureaus such as&nbsp;Bijleshuis Belgium/Netherlands.“The thesis supervision by Tikvah was of immense added value to me. She structured my work, and constantly gave me a little push in the back to start believing in myself and use my capabilities. Tikvah shared valuable tips and tricks and gave specific concrete guidance for every next meeting. She constantly reminded me that I am competent, and I have it in me. On top of that she offered mental support when I was in a difficult moment. Her flexibility is something I truly appreciated, especially when my deadline came close. In that time she was practically available at any moment. Thanks to Tikvah’s supervision and coaching I found the calm and self confidence during the entire thesis process, which resulted in successfully finalising my thesis and achieving my Master degree in Criminology.”Master student Criminology. UGent University (Belgium) “Collaborating with Tikvah as my thesis advisor and coach, was an exceptional experience. Her guidance and support were essential for shaping my entire thesis. She demonstrated a remarkable ability to be alert to my needs and feedback, which made the collaboration not only productive but also a true pleasure. Tikvah truly is an exceptional mentor and guide.” Master student in European and International Governance, Brussels September 2023 “In seeking advice on the Thesis question, I had developed over the prior few months, I was referred to Tikvah. At first impression, Tikvah was warm, open, and welcoming. I shared with Tikvah much of the information I had accumulated and compiled over time, and the narrative I had built around it. She comprehended the information and engaged me in questions and novel&nbsp;streams of thought. She provided&nbsp;me with a unique and valuable&nbsp;perspective that left me enlightened and re-directed. From the perspective of a Thesis student, I would recommend Tikvah as a supervisor, as she is present and engaging; analytical, proactive, and responsive; and dynamic, the kind of personality that would keep a student excited about&nbsp;their Thesis journey. “ Reem Traboulsi, Lebanon, University Master Student August 2022 HONOURS COLLEGE, EDUCATE-IT, UTRECHT UNIVERSITY (NL)<img width="4000" height="3000" width_o="4000" height_o="3000" data-src="https://freight.cargo.site/t/original/i/fc55c20e0eaa3c23d65eafa896c7d66de37e1089b6c9929147aa4af0ff6d7232/workshop.jpg" data-mid="158148417" border="0" src="https://freight.cargo.site/w/1000/i/fc55c20e0eaa3c23d65eafa896c7d66de37e1089b6c9929147aa4af0ff6d7232/workshop.jpg" /> Photo with permission A dean of an interdisciplinary faculty, sensed emotions such as fear and frustration amongst the teaching staff, with the need to go ‘blended’, as the world opens up. Particularly due to negative experiences with emergency education online. For this client, we proposed a ‘blended experience’ for the teaching staff, including a podcast and a playful face to face design session. The session takes a surprising angle, and centers on the absolute premium time that face to face has become - and from there, teachers are challenged to re-design the online learning journey, with the aim actually, of optimising the face to face time. We collaborated with the existing teaching academy - Educate-it, so that our work is complementary and teachers know where to find experts within the institution who can invigorate their designs with technology. The follow-up on the blended experience is also in the deep listening, dialogues and exchanges that follow in the team.‘We wanted to explore the value of face to face and online teaching for the specific needs of honours education, e.g. safe spaces and off-the-script interaction. It was very inspiring to experience how Tikvah translated our questions and feedback into a lively workshop and a podcast with lasting value.’ Prof. dr. Stephanie Rosenkranz, Professor Microeconomics, Dean Utrecht University Honors College. <img width="204" height="192" width_o="204" height_o="192" data-src="https://freight.cargo.site/t/original/i/741faab1d13aadec86ab410de8586f4595ff88782fa5264f1fd1f650a133dcb3/UU-logo.png" data-mid="217239387" border="0" data-scale="41" src="https://freight.cargo.site/w/204/i/741faab1d13aadec86ab410de8586f4595ff88782fa5264f1fd1f650a133dcb3/UU-logo.png" /> ‘I always felt ‘blended’ was like something superimposed on us with quite some pressure. But the workshop made me realise, that I was confusing ‘hybrid’ and ‘blended’, and i became aware of just how biased I had entered the workshop and I had many eye openers. I still wonder: isn’t blended just a modern term, for what we ideally did anyway as teachers? Tell students to come prepared to class? I definatly hope to keep stimulating students to also read, not just watch videos.&nbsp; The audio podcast [transcript] that we received prior to the workshop, as a flipping the classroom experience, caught my attention, I was fascinated by the content and it was new to me to listen instead of read. It had some nice twists that came unexpected to me.’ Participating academic teacher from the law department of Utrecht University.Are you curious to learn more about this specific workshop? Would you like to receive a bespoke quotation? Feel free to Email me directly, via: tikvah@studioblended.com UCCRN_EDU (ERASMUS+ MASTER)<img width="4000" height="3000" width_o="4000" height_o="3000" data-src="https://freight.cargo.site/t/original/i/a7f9cb20fcc3efb98d2518c5dfec0fc679f909b10a20f63c6ac402738723de36/Paris.jpg" data-mid="145607841" border="0" src="https://freight.cargo.site/w/1000/i/a7f9cb20fcc3efb98d2518c5dfec0fc679f909b10a20f63c6ac402738723de36/Paris.jpg" /> Photo: Paris from a rooftop, at the end of the multipyer event, by Breimer 2022<img width="3264" height="2448" width_o="3264" height_o="2448" data-src="https://freight.cargo.site/t/original/i/c6b47c6171698ec60f3a0546c5fdee0c938ea2f7bb6a326825563eba8edf85f2/UCCRN-edu-Paris.jpg" data-mid="198723778" border="0" src="https://freight.cargo.site/w/1000/i/c6b47c6171698ec60f3a0546c5fdee0c938ea2f7bb6a326825563eba8edf85f2/UCCRN-edu-Paris.jpg" /> Photo: participants and teaching staff in the Urban Design Climate Workshop (UDCW) in Paris, by Breimer 2022. Tikvah Breimer was invited to join, and took a train to Paris, to attend and observe the delivery of a longstanding Urban Design Climate Workshop (UDCW) for Master students. The workshop was part of the recently kicked-off Erasmus+ UCCRN_edu programme - and its partners. A challenge faced by the professors who designed and delivered the decade strong workshop, was how to optimally use the new value and meaning of ‘face to face’ time, and gain clarity about the pedagogical essence of the interdisciplinary curriculum for this specific 1 week workshop. Tikvah gave a brief advisory session tackling 5 points of attention and follow up (spring 2022).‘I would have never expected that a 30min flipchart session could be so helpful in clarifying the core aspects of a blended model for multidisciplinary integration in higher education! The UCCRN_edu [Erasmus+] project will benefit a lot from such valuable advice.’ dr. Mattia Leone, architect and associate professor, Department of Architecture (DiARC) University of Naples Federico II, Italy. Also co-director of the Urban Climate Change Research Network - European Hub (UCCRN) and&nbsp; Coordinator Erasmus+ UCCRN-EDU project. ADVICE ON TRANSDISCIPLINARY CURRICULUM DESIGN <img width="3264" height="2448" width_o="3264" height_o="2448" data-src="https://freight.cargo.site/t/original/i/95168992119f9eeca06344f23c3c5a2864f78722ac3f4959dbbd9a8690fe7926/Tannya-Pico-River-Quito-NBS.jpg" data-mid="166007482" border="0" src="https://freight.cargo.site/w/1000/i/95168992119f9eeca06344f23c3c5a2864f78722ac3f4959dbbd9a8690fe7926/Tannya-Pico-River-Quito-NBS.jpg" />Vegetation recovery is so good that you cannot see the water underneath. Quito, Ecuador. Photo: Hans Bakker. Tikvah did a pilot with the resilience course for university teachers, and taught it in a blended way to this PhD candidate. The assignment was to design her own transdisciplinary course, in line with her research where local indigenous communities must interact with the authorities on funding for climate adaptation (spring 2021). “You [Tikvah] are able to learn/absorb the subject that I’m trying to produce, and you transform it to a methodological angle, and organise it is such a way that it directs me, and I can do things in a more effective and efficient way”. Tannya Pico, PhD candidate doing research into Nature Based Solutions (NBS) and transdisciplinarity, from Quito, Ecuador&nbsp; Institute for Housing and Urban Development Studies (IHS), Erasmus University, RotterdamFor her most recent publication see TRIALOG 144 - ECUADOR - After Habitat III 2022-2023 A.R.S. Progetti S.P.A. (Rome, Italy)<img width="2880" height="2160" width_o="2880" height_o="2160" data-src="https://freight.cargo.site/t/original/i/e230f94ee938731abe7953b4319bf7c90a21696b53ac28437b7bda2233249990/20180921_122726.jpg" data-mid="187226840" border="0" src="https://freight.cargo.site/w/1000/i/e230f94ee938731abe7953b4319bf7c90a21696b53ac28437b7bda2233249990/20180921_122726.jpg" />Photo: Rome, by Breimer 2018 StudioBlended was invited to join a consortium for a proposal to a large donor, with the explicit intention to bring the impact of innovation to the proposal in terms of ‘blended’ design for capacity development of technical staff in-country. StudioBlended formed an agile team around this proposal, gave senior advisory, aligned with the other consortium members and submitted a briefing and accompanying budget (autumn 2022). ‘We approached you (StudioBlended) especially because next to that being a chance to bring some innovative approach to our proposal, I noticed that you have a background aligned with what is needed by the project: the project is focused on three main capacity building component to be implemented: on the job, through an on line/remote assistance, and through a number of “classic” modular courses to be implemented in person.It is in particular for the secondo component that I was thinking to involve your studio and see how we can offer and design something different to be just available to answer questions on a social network.’ Head of Environmental and Infrastructure Engineering based at a consultancy firm in Rome,&nbsp;A.R.S. Progetti S.P.A., Planning and Engineering Department, for a consortium proposal for the a large worldwide donor, concerning capacity development of technical staff in municipalities in Mozambique. DiARC UNINA (FACULTY OF ARCHITECTURE IN LARGEST PUBLIC UNIVESRITY IN THE WORLD, NAPLES)<img width="600" height="401" width_o="600" height_o="401" data-src="https://freight.cargo.site/t/original/i/df3670f8496f42b0088e7b209956e7917689b1eabed01f8dcf834685f91d4179/frontpage_leader8.jpg" data-mid="153245541" border="0" src="https://freight.cargo.site/w/600/i/df3670f8496f42b0088e7b209956e7917689b1eabed01f8dcf834685f91d4179/frontpage_leader8.jpg" />Photo: Naples from a rooftop, by Breimer 2012 Tikvah Breimer led a Participatory Action Research (PAR) during an event in the largest citizen-consultation ever held in Europe, the Conference on the Future of Europe. Our partner in the South of Europe, was the Faculty of Architecture of the largest Public University in the world, in Naples, Italy. A challenge faced was to truly resonate with the voice of the South of the South of Europe - remotely. Tikvah approached the process with liasion, listening and dialogue to arrive at the optimal approach for the event (winter 2022). For more, see our events page.‘Nothing was set in stone, and everything was discussed and organised together, sharing opinions on all aspects, from the way people were selected to the details of the event format. This made it possible to be involved in the process, to feel it as one's own, stimulating the best possible outcome.’ Enza Tersigni (PhD) (Research Fellow, Coordinator of the teachers involved in the event)&nbsp;University of Naples Federico II (UNINA)Department of Architecture (DiARC)Member Urban Climate Change Research Network (UCCRN), Co-proponent Erasmus + UCCRN-EDU project UN-HABITAT (NAIROBI)<img width="600" height="450" width_o="600" height_o="450" data-src="https://freight.cargo.site/t/original/i/db895004d08d77e873594073362e0482f413f1080cce41cd73ded4a156ac86a9/1.jpg" data-mid="110239805" border="0" src="https://freight.cargo.site/w/600/i/db895004d08d77e873594073362e0482f413f1080cce41cd73ded4a156ac86a9/1.jpg" /> Photo: Medellin cable from the city to a national park, Breimer 2020Still during lockdowns, this client embarked on an in-country capacity development training at a ministry of urbanism in DRC. The challenge was in reenvisioing the in-country training to become qualitatively blended, and ensure an optimal golden triangle of quality, time and cost investment. Tikvah Breimer gave advice regarding the set-up of a first envisioned pilot (design phase) (spring, summer 2021). ‘I had the opportunity to work with Tikvah in May 2021 when I was working for UN-Habitat as legal specialist. I was designing a capacity development programme on policy and legal drafting for the Ministry of Urban Planning and Housing of the Democratic Republic of Congo. Tikvah provided pro bono advice on how to develop a blended programme for the Ministry blending in-country sessions with on line and off-line activities. It was extremely useful and easy to work with her. Tikvah helped me appreciate the opportunities blended trainings can offer to overcome the difficulties of the COVID-19 pandemic and improve the impact of capacity building activities. She quickly understood the programme needs and challenges and proposed workable solutions.’ Projectlead Gianluca Crispi, Lead Legal Specialist, UN-Habitat Nairobi, Kenya. RESILIENCE COURSE (REMOTE)<img width="638" height="451" width_o="638" height_o="451" data-src="https://freight.cargo.site/t/original/i/114312c968cf32ed15b6baf96e909e04c1600b30e83ab2b5ac1a4ce4f58a9fc1/FAU-USP.png" data-mid="153248986" border="0" src="https://freight.cargo.site/w/638/i/114312c968cf32ed15b6baf96e909e04c1600b30e83ab2b5ac1a4ce4f58a9fc1/FAU-USP.png" />Photo: Brazilian Brutalism at FAU USP, a University Faculty that defined its own Architectural Style. Flickr user Fernando Stankuns. During lockdowns, we piloted twice, our ‘resilience’ course - in a bichronous way. This Brazilian professor was challenged in the delivery of her academic courses remotely. First of all in her own human resilience, but also in the technical resilience of the curriculum design and a pedagogical lens to approach technology. Tikvah trained her in our second pilot with the resilience course for 10 weeks, remotely (studyload 4 hrs/week). Pilot I used Moodle as LMS. Pilot II experimented with Canvas and Google. <img width="224" height="225" width_o="224" height_o="225" data-src="https://freight.cargo.site/t/original/i/a0eda3483cc5372e213819b013bf250a4c16969da2e23b993aacd65611854611/Moodle.png" data-mid="214131358" border="0" data-scale="20" src="https://freight.cargo.site/w/224/i/a0eda3483cc5372e213819b013bf250a4c16969da2e23b993aacd65611854611/Moodle.png" />. &nbsp;<img width="204" height="192" width_o="204" height_o="192" data-src="https://freight.cargo.site/t/original/i/73e899858fb4a0dc422f590a9514a2660ac4538bc067353daeff18d706435fa6/Canvas.jpg" data-mid="214155648" border="0" data-scale="22" src="https://freight.cargo.site/w/204/i/73e899858fb4a0dc422f590a9514a2660ac4538bc067353daeff18d706435fa6/Canvas.jpg" /><img width="225" height="225" width_o="225" height_o="225" data-src="https://freight.cargo.site/t/original/i/34118368909f8f48b012ce0a7cbb6dbc986f3ed13696d5b8b61b1778f6ef5dde/Google.png" data-mid="214131678" border="0" data-scale="19" src="https://freight.cargo.site/w/225/i/34118368909f8f48b012ce0a7cbb6dbc986f3ed13696d5b8b61b1778f6ef5dde/Google.png" /> “I took the resilience course, and now deliver the actual course that I designed during the training (summer in Europe, 2021).Suddenly I sense I dare to improvise with the technical and pedagogical formats the resilience course trained me in. The capacity I developed to design a technically resilient course, now helps me so much to be focused on where I’m going with the teaching.Students start to reach much higher levels already halfway the semester. They start thanking me, that the class was wonderful, it’s so encouraging, even if everything is still on distance. When the parents are happy – the children are happy. It’s the same with teachers!I feel secure the material is solid and lasting, so I can build on it, incrementally. I dare to learn by doing, everything you (Tikvah) said is true – I’m calmer, more self-confident, and daring to experiment more. The structured approach the course brought, now brings me deep excitement to keep growing and learning myself too, not just students. It’s so rewarding.You are so right we don’t need more heavy and extensive technology for excellent higher education, we need excellent technique and pedagogy, resilience. The course was a gift from heaven. I want you to train our entire team of professors!”prof. dr. Patricia SamoraSenior lecturer and researcherPontificia Universidade Catholica de CampinasFaculty of Architecture and UrbanismGreater Sao Paulo Metropolitan AreaBrazil We are here especially for you as unique course/training coordinator, to come alongside you and partner with you, as you work on a (architecture / urban / development / policy / land / water / climate) curriculum, so that you can offer effective and resilient education in its simplest form. </description>
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<title>Manifesto</title>
<link>https://www.studioblended.com/Manifesto</link>
<pubDate>Mon, 19 Apr 2021 11:27:44 +0000</pubDate>
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<description>STUDIOBLENDED ABOUTADVICEAUDIO PODCAST (RE-)DESIGN STUDIO DESIGN ANGLES RESOURCESCLIENT PORTFOLIO CONTACT MANIFESTO —Are you curious for more? Would you like to get in touch? Feel free to contact our lead directly for any questions or inquiries you may have. tikvah@studioblended.com&nbsp;+31 6 42 47 29 69 1. Alignment - From rest and an organic way of life come our strength, calm, humanity, health, simplicity, balance and enjoyment of the work on effective and resilient (climate/urban/architecture) curricula. We set out to enjoy our very own day in our very own lives – and long to enable clients and coordinators/teachers/trainers to do the same. We are fresh, innovative, strategic and sustainable. And unapologetically rested.One big advantage of taking some relaxation, is that it makes (y)our brain calm down, and then you come and look at the work freshly. You can imagine new things, take better decisions. Ensure the right direction. 2.We love the natural rhythm of the seasons. We follow the seasons as natural time demarcations of project cycles and contracts. We realign for each season what makes sense for us to take on and give our undivided attention to. We support a workweek that feels natural to our biorhytmn. We mind the timing of initiating and responding to things, and are convinced that overall it amplifies our impact. 3. We operate as an independent studio. Despite being a foundation and having the possibility to raise funds via donations, we consciously choose not to do that. Creating our own work that we believe in, and ensuring a robust finance base, ensures a fundamental independence, to offer you as a client the highest quality of advice and training. 4. We move lightly between people, and institutions. We only work agile around a client. 5. We love to work in a way that allows us to give our undivided attention to each project. We are engaged - fully present, with the people, the team, the work, which is why we only take on one large project per season. We believe in doing things well, simply for the sake of creating something good. 6. We only work on bespoke assignments for clients. We don’t work in generic ways on curricula - we always speak right into your technical (multidisciplinary, interdisciplinary, transdisciplinary) climate or urban field. We only work on technical matters, we consciously want to allow a legitimate contextualised and democratic local process for our clients, in which we do not take part. We discovered that not so much traditional teacher training, but bespoke advice assignments have the best learning curve and maximum impact on the work of our clients - highly qualified and really busy, unique course and training coordinators. 7.To us, technical and human resilience are two sides of the same coin and should be developed in a systemic and structural way. 8. We are well versed with ‘fit for purpose’ approaches, designing, developing and advising on the delivery of pilots and their consolidation. Incrementality, rolling-wave, open-building, and modular approaches are our signature strengths. 9. Good education to us involves a blended approach to teaching / training, a thoughtful combination of face to face and online delivery. It is also about the new value of face-to-face time for pedagogy - as absolute premium time, no longer taken for granted. This is why we continue to experiment and innovate with ‘live’ time from a pedagogical angle. The blend that makes sense varies for every individual context, and even for the one delivering a course, training or degree. Our response is therefore a highly personalized, uniquely tailored approach. 10. We look at technology through a pedagogical lens. We care deeply about the environment, and continue to grow in awareness about the carbon costs of technology. This is also why we design for simplicity. 11. We are passionate about bridging silos between your content field (climate / urban / architecture) and the world of expertise, and practice of educational design for effectiveness and resilience. We see a continuum between capacity development of university teachers, and of trainers of professionals. Making science actionable, and infusing practice with research. You see these cross-linkages reflected in all our approaches. We can be both high level and conceptual, and grounded and practical, anchoring in a given reality and context. We have a broad technical professional network with experts we can consult as necessary. 12. We consciously do not speak of capacity building, but of capacity development, as a two-way process in training teachers. We are always creating opportunities and possibilities for this dialogue and exchange in our capacity development implementation. When it comes to curriculum design, we strongly believe in continuous professionalisation on the job, as a coordinator, trainer, teacher runs into design challenges or other structural issues whilst they work with the design. 13. We come alongside a client, and operate as equal partners throughout the project duration of an advisory assignment. Our senior advisors expect to have an equal partner relationship with the client’s main focal point (i.e. a coordinator), whereby client and advisor work together, combining the advisor’s specialist knowledge with relevant knowledge about the content, the organisation and access to the relevant departments. Shared responsibility and joint decision making for the sake of ownership, allow the success and relevance of the identified outcomes and outputs. 14. We care about the human connection with our clients, and always look to the long-term in the relationship. Consistency and organic, open communication are important to us. In fact, continuity and trust are an important motivation for being a foundation which can carry through professional relationships and even friendships, over time, beyond the end date of projects. We let things come to us, and connect the right people, when the time is right. 15. We focus first and foremost on independent senior advice on curriculum design, at the drawing table, because this relates to a structural&nbsp;part of a coordinator’s own human resilience and the technical resilience of their course or degree. Other aspects of design and development flow from there as well. We do not engage in delivery of client’s curricula.&nbsp; 16. We love how finance can bring clarity, health and simplicity. We aim to have accountability, transparency, ensure honest prices for true value of qualitative expertise and products, and ensure sound financial expertise and reliability. 17. Matter matters. We love to make things concrete. To bring ideas, values into actual transformed structural designs. We are flexible in our range of deliverables, from inventiveness with the ordinary solutions, to the beauty of simplicity in corporate, elegant, and even artistic end products. Beauty is a language of calm to us. We create designs that instil function in beauty. Beauty instills calm, and a calmed nerve system is essential for learning and enjoyment of teaching. We are here especially for you as unique course/training coordinator, to come alongside you and partner with you, as you work on a (architecture / urban / development / policy / land / water / climate) curriculum, so that you can offer effective and resilient education in its simplest form. </description>
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