Co-creating Urban commons: Community – engaged Activation of Public Spaces
CoCaps proposes, implements and evaluates an architectural higher education approach focusing on trans-disciplinarity and community engagement, involving the students with local stakeholders to co-design and co-implement sustainable, inclusive and high-quality public spaces. This approach aims to the development of transversal soft skills and competencies for the students and advanced participatory skills by immersing them in a real setting, redefining their role as future professionals.
Local
Cyprus
Latsia Municipality, Nicosia
Mainly urban
It refers to other types of transformations (soft investment)
Yes
YUFE Diversity and Inclusivity (D&I) Grants, 2022
Project name: Co-creating urban commons: from the home to the neighbourhood
No
Yes
As a representative of an organisation
Name of the organisation(s): University of Cyprus, Department of Architecture Type of organisation: University or another research institution First name of representative: Nadia Last name of representative: Charalambous Gender: Female Nationality: Cyprus Function: Associate Professor of Architecture Address (country of permanent residence for individuals or address of the organisation)<br/>Street and number: Kallipoleos 75 Town: Nicosia Postal code: 1678 Country: Cyprus Direct Tel:+357 22 892960 E-mail:cocreationstudio.ucy@gmail.com Website:https://www.ucy.ac.cy/arch/
CoCaps proposes and implements a community engaged approach in architectural higher education focusing on trans-disciplinarity and collaboration between actors from the quadruple helix. By incorporating the values of sustainability, inclusivity and aesthetics, this pedagogical approach enhances the development of skills and competencies for the students while giving city residents the opportunity to engage in activities enabling them to provide informed opinions on proposals concerning their environments and thus encourage a sense of belonging.
The specific project concerns the co-creation of a green public space in Latsia Municipality, Nicosia, Cyprus, by implementing this approach in a second-year design studio at the Department of Architecture, University of Cyprus and expanded in a series of workshops involving students from different years. The project’s methodology was prompted by the theoretical framework of participatory approaches, and the methodology of Urban Living Labs. The process involves the quadruple helix by including students and educators, residents, local authorities and enterprises at various levels to co-design and co-implement this green public space, aiming to develop a sense of community and belonging. The project fosters links between academia, practice and society, and through a participatory process it aims to deliver an inclusive public space with high aesthetic value as a sustainable and resilient solution responding to real needs, promoting care of the commons while improving the quality of daily experience of the residents. In terms of learning, students are immersed in real-life settings, and are exposed to collaboration and interaction with people outside of academia, developing advanced participatory skills and important transferable social skills such as collaboration, cooperating, listening, respecting and empathy. Students also gain knowledge and develop key competences related to aesthetics, sustainability and inclusivity.
co-creation
urban commons
architectural education
situated learning
sense of belonging
CoCaps aims to steer the transformation in terms of sustainability by fulfilling the needs of the citizens without compromising the needs of any future generations, while ensuring integration between environmental and social well-being. More specifically, regarding environmental sustainability, the need for a green public space was identified through the co-identification process to regenerate local ecosystems, to manage the neighbourhood’s rain water absorption, to improve air quality of the neighbourhood and to mitigate the heat island effect. Thus, a nature-based solution was designed and will be delivered, with local plants, soft absorbent materials, cool and shaded areas. Moreover, the co-design and co-implementation of such a solution raises the students’ and citizens’ awareness of nature-based solutions and environmental planning strategies through experimentation with different construction materials, reflecting on their environmental impact. Regarding social sustainability, CoCaps aims to enhance social cohesion and equity, to strengthen the sense of solidarity among the neighbourhood’s residents, as well as their sense of belonging by engaging them and empowering them as decision-makers for their environment and urban commons. It also aims to create a sense of responsibility and care of the public spaces by providing a space that will function as a focal point for local residents, creating opportunities for neighbours to meet, interact or co-exist in a spirit of tolerance through various multi-functional activities. The project can be exemplary in terms of encouraging raising the students’, citizens’ and public authorities’ awareness of the power of collective action and the importance of an open dialogue or a constructive debate raised by involving several stakeholders in decisions regarding the city.
Regarding aesthetics and quality of experience for the citizens, the project aims to deliver a solution that responds to the residents’ real and up-to-date needs improving their daily routines. It also aims to improve the quality of experience, physical and mental health of the local residents through the design and delivery of a highly aesthetical green public space that can encourage a daily relation with nature and everyday experience of a green place with seasonal colours and scents, and can motivate the residents to daily outdoor activities such as walking, socializing, planting, harvesting and outdoor playing. Moreover, the process of co-creation and co-implementation of such a space can enhance shared positive emotions through such as feelings of oneness, sense of care and responsibility, as well as feelings of accomplishment and fulfilment, usefulness and satisfaction. Regarding the design of the space, the objective was to achieve a balanced and harmonious whole, achieve integrity and encourage the comfort, calmness and cosiness the residents were searching for in their neighbourhood. It was important, thus, to follow the existing flows and forms, to use local plants, mix different elements, some pastel, light-tone colours and warm materials, all combined together on a deconstructed grid anchored to the existing plot boundaries.
The project can be considered as a key initiative for increasing the diversity of representation at various levels regarding urban decision-making processes and governance as it aims to enhance participation for all through an open process that ensures a balanced and broad representation. This has been met by giving emphasis on the social inclusion and gender dimension and by identifying as much as possible a balanced group of stakeholders, by developing a hybrid participatory toolkit, through the implementation of activities in an appropriate place, time and way, and by opening evaluation and assessment activities and workshops to the public. CoCaps aims to be exemplary in terms of the inclusive design for all, by meeting the requirements for accessibility for wheelchair users, by combining different spaces and encouraging different activities for the several age groups, as required form the local residents and the Municipality through the identification process and by incorporating non-gendered playing equipment targeting also wheelchair users. It also aims to raise awareness and build knowledge for the students in terms of diversity and inclusivity issues, to bring them in contact with a diverse group of stakeholders allowing them to identify different needs, explore ideas through different views and come up with innovative, inclusive and multidimensional solutions and to give them the appropriate skills to co-create truly inclusive environments, free from discrimination through an open design process that ensures a broad representation.
Prioritizing the above, an open dialogue was initiated among actors from the quadruple helix about inclusivity and diversity issues enhancing the adoption of new roles both for the students (as future architects and urban planners) and for the residents and stakeholders involved, such as the Municipality representatives, the Nicosia Development Agency representative, several local experts and practitioners.
Approximately 20 different citizens with different profiles (younger/older, students/working people/pensioners) have been involved through a series of co-creation workshops and activities at the different stages of the initiative providing their knowledge and experiences during the co-assessment phase, developing scenarios and ideas and selecting ideal strategies for the final design; during the co-creation phase and participating in the ‘design-and-build’ workshop in which several of the elements that will be part of the implemented public space were prototyped and constructed. They also evaluated some activities and will eventually be involved in the post-occupancy evaluation of the space and of the whole process.
Both the citizens of Latsia Municipality benefited from the initiative and the initiative was affected by their involvement. The immediate benefit for the citizens is that a green, inclusive and highly aesthetic public space, anchored in the community’s needs was designed and will be constructed in their neighbourhood. Co-Caps also provided opportunities to the residents to provide informed opinions concerning their neighbourhood and everyday life and provided the stakeholders at the Municipality some skills and tools necessary to encourage co-creation. It also created the pre-conditions for an integrated, shared framework for achieving sustainable urban governance and started a network between academia, the local authorities and citizens for the creation of public spaces with participatory approaches, which will be strengthened through the founding of an ‘urban room’ in Latsia Municipality, for a permanent fruitful interrelation and discussion between the residents. The citizens’ and Local authorities’ representatives’ comments and reflections on the process so far, as well as the overall collaboration and interaction, led to several readjustments of the program, the participation tools and the structure of the various co-creation activities.
Latsia Municipality provided the land and helped facilitate the co-creation processes, communicate the news of the initiative and participated in several strategic phases of the process. It will also contribute to the implementation of the intervention with funds. The local community was part of the process from the start and will be involved until the delivery of the public space, while some local experts participated in the design-and-build workshop to give suggestions and provide expertise.
More specifically, during the co-assessment phase the citizens were involved through mapping, questionnaires, interviews and SWOT analysis to identify the needs, opportunities and threats of the neighbourhood. The Mayor was also involved through questionnaires and at regional level, Nicosia Development Agency (ANEL) helped with providing information for the area. During the co-creation phase, using Legos, sketches, diagrams and collages, students with the residents developed several scenarios and ideas that led to a preliminary concept design and masterplan. The masterplan and concept were reviewed by the Municipality representatives and were then discussed and reconsidered in an open-to-all co-creation workshop at the Municipal Hall using Legos and sketches. A three-weeks design-and-build co-creation workshop run at the Department of Architecture for the production of the detailed final drawings and the implementation and prototyping of some mobile urban furniture at the University’s Fabrication Laboratory (UCY Fab Lab). During the workshop several local experts participated (a wood expert, an urban lighting designer, a landscape architect, Cyprus Certification Company for playgrounds and a local enterprise for play equipment). Some practising architects also helped with detailing. Municipal services and students together visited the site for cleaning and levelling. During the process a Facebook group was used to foster informal discussion and communication.
Throughout the process several actors were involved, bringing in different types of knowledge in order for the design and build process to be facilitated and fortified. Several professional architects, civil engineers as well as lighting designers were invited to share their expertise with the students and help them improve the design in terms of sustainability, inclusivity and aesthetics. Additionally, students had the opportunity to receive consultation on building regulations and safety requirements for play areas from the Cyprus Certification Company. There was an open line of communication between all the aforementioned professionals and the students, with the latter being encouraged to take initiative and reach out whenever issues arose. Lastly, beyond specific disciplines, situated/experiential knowledge was brought in by the local residents that participated in the co-creation process and discussed the neighbourhood’s needs, throughout the duration of the project.
Regarding the levels of interaction, the project operated in two planes; first, a one-way flow of information, where professionals shared their expertise with the students, and second, a process of mutual learning, where students and the local community engaged in a continuous dialogue. With these two planes combined, the final result was a detailed and well-informed design and product of a collective effort from various individuals, anchored in the needs of the local community and reflecting the values of sustainability, inclusion and aesthetic value that were a continuous inspiration throughout the process.
The most innovative aspect of this initiative is the creation of a bridge between stakeholders of the quadruple helix that provides a real-life environment for the students to come into contact with stakeholders and users, and to practice participatory skills, facilitation techniques, conflict resolution, design and creative thinking, and problem-solving. The project enhances social innovation by meeting community real needs through the provision of integrated solutions, which are participative and empowering, demand-led and tailor-made, rather than mass produced, top-down and/or centralised. The innovation stems from the fact that the solutions are delivered by way of collaborative actions making better use of assets and resources, cross feeding of ideas, openness to exchanges of knowledge, best practices and ownership, and reflection on the ‘learning-by design’ processes to overcome obstacles and challenges.
CoCaps also supports process innovation by increasing ownership over urban spaces, enabling an interactive process involving different actors who are participating throughout the entire process, interacting and contributing to the development of real solutions guided by principles of social inclusion, sustainability, aesthetics and creativity. Relating to this, governance innovation will also be enabled by embedding participatory, collaborative, and sustainable processes in decision-making and by acquiring shared responsibility and commitment by local authorities and civic society for achieving progress in co-creating, financing, managing, and communicating urban placemaking.
CoCaps methodology is circular and can be repeated and be improved, can be replicated or transferred to other places and contexts. The phases of co-assessment, co-creation and co-design can be adapted and integrate different tools and methods of participation according to the site, the stakeholders involved and the period of implementation. Learnings from the evaluation of the participants can, thus, be transferred in a useful way to other circles of methodology enhancing gradual improvement of the whole process both independently to the context (related to the phases, general approach, principles of participation, etc.) and in specifically for each case (related to the toolkit, methods for participation, etc.). Learnings regarding the impact on students can also be replicated such as ways for better and more effective integration to academic curriculum, academic milestones, teaching and training methods and so on.
The project’s methodology builds on the approach of Urban Living Labs, incorporates principles of other participatory approaches and transfers them to an educational framework. The methodology is circular and can be repeated enhancing reflection and improvement:
1. Design of the framework: this includes the preliminary site analysis, the stakeholders’ identification and engagement, the development of the learning outcomes and toolkit for participation, the design of the process and the action plan
2. Implementation:
a. Co-assessing and understanding: co-identification of all the needs and opportunities of the area as well as the determination of the available resources, creating a clear view of the existing situation and capacity
b. Co-creating: several co-creation sessions for the co-development and co-selection of solutions and ideas, leading to a common and shared vision, a common brief and design strategies
c. Co-design and implementing: co-design of the final detailed drawings and implementation of the final proposal(s) in terms of pilot models or on site, if possible
3. Co-evaluation and assessing:
a. A continuous parallel evaluation of the process and the outcomes from all the participants
b. A continuous evaluation and reflection from the educators on the impact of the process on students and on the design result, through participatory action research (par) methodology
Par methodology enables all the involved researchers that act also as educators to be part in the production of knowledge, connecting the research findings with the teaching practice. With observation as a tool for gathering data and using reflection diaries, some focus group discussions and questionnaires combining open-ended, multiple choice and likert scale questions, the impact of the process on students was assessed in terms of their skills, motivation and attitude. The impact on the design result was also evaluated in terms of how it was affected by the process.
One of the challenges that this project addresses is the neoliberalisation of spatial production. Through actively engaging with the notion of the commons as an alternative form of urban governance, both in theory and in practice, we explore the possibility and potential of local communities in Cyprus to influence and lead initiatives relating to decision-making processes that affect the urban environment at various levels, as well as inspire future architects to take an interest and participate in relevant future processes. In contrast to a neoliberalised approach where spatial production is dictated disproportionately by the laws of the (free) market, we aim at nurturing an approach on a local or regional level that aims to amplify the voices of communities in spatial processes.
Another challenge is the need for more humane, inclusive and sustainable spaces - a global issue, albeit significantly more intense in the south-east mediterranean. The public space that was designed by the students with the participating members of the community, aims to ensure a space that welcomes everyone, provides a safe environment for children to play, and acts as a green lung for community members to engage with nature and socialise.
Finally, a widespread problem is also the insufficiencies of architectural education in terms of preparing future professionals for the complex contemporary challenges they will be called to face. There is a certain level of detachment from people’s (end-users) realities which often lead to unsustainable spatial solutions. Through this project we aimed to highlight the value of the local community’s voices in ensuring the success of a project.
The design and part of the implementation phase have been completed in accordance with the methodology. During a design&build co-creation workshop at the Department of Architecture, students collaborated with local residents, experts, and practicing architects to create full architectural drawings. Furthermore, they, divided into teams, prototyped some mobile furniture and structures at the University's Fab Lab, including a bench for the sitting area and a wooden playset that will be moved to the site, as well as a sitting area with vegetation pots made of cinderblocks to test the materials and design and replicate it on site. Full structural and electrical drawings were then created in collaboration with local professionals and the municipality. A quantity surveyor also created a bill of quantities and a complete list of specifications in collaboration with a group of students and experts. The tender process is still ongoing, and both the Department of Architecture and the Municipality are looking for additional funding (in addition to the funds provided by the Municipality) to complete the space. In terms of the evaluation process, some activities were co-evaluated in terms of the tools used and the process. The educators evaluated the impact on students in terms of their motivation throughout the process, their attitude toward the approach, and their role as future professionals, as well as their technical and transferable soft skills. The co-implementation of the public space is envisaged next (partially or as a whole), according to the budget, by involving both the Municipal services, the students and the residents to co-implement parts of it. After this, a co-evaluation will be run, probably during an opening party or a series of events to evaluate the result and the process. Also, the students final attitude will be recorded, especially the ones who were involved from the beginning of the process, as well as their overall opinions and skills developed.
CoCaps initiative promotes situated learning that emphasizes the importance of learning in context through the exposure to real-world situations and contributes to the development of transferable soft skills and competencies for the students by immersing them in a real participatory process, redefining their role as future professionals. Through the process, students are exposed to complexities and nuances which can help them develop a deeper understanding. They are also encouraged to develop their critical thinking, become more systemic and solve problems methodically. Through their collaboration and interaction with people outside of academia, they are encouraged to develop their communication and presentation skills as well as their emotional intelligence, especially their social skills such as collaboration, empathy, negotiation and leadership.
Co-Caps also promotes informal lifelong learning for the citizens irrespective of their age and their education level, as well as for the representatives of Local Authorities, building knowledge on sustainability, equity, diversity and inclusivity issues and developing their skills necessary to promote co-creation regarding urban decision making. By being involved in such an initiative, citizens develop a life-long care for the commons and their environment and they are enhanced to better understand their current and future impact as present citizens of the world.
