In general, designing is conceived as a complex, personal, creative and open-ended skill. Performing a well-developed skill is mainly an implicit activity. In teaching, however, it is essential to make explicit. Learning a complex skill like designing is a matter of doing and becoming aware how to do it. For teachers and students therefore, it will be helpful to make the design process explicit. In this paper, a conceptual framework is developed to be more explicit about the design process. Based on research of the design process, on differences between novices and expert designers, and on personal experience in design education practice, five generic elements in the design process are distinguished: (1) experimenting or exploring and deciding, (2) guiding theme or qualities, (3) domains, (4) frame of reference or library, (5) laboratory or (visual) language. These elements are generic in the sense that they are main aspects and always present in the complex, personal, creative and open-ended design process.Shareable link: http://rdcu.be/FxxY

Previous research has shown that the urban environment could influence people’s behavior and wellbeing. However, little is still known about how the objective and subjective measures of the momentary experience of urban public spaces could contribute to the satisfaction with the urban environment of cities, which eventually could influence the momentary and long-term subjective wellbeing (SWB) of citizens. Therefore, the aim of this research is to gain insight into how momentary experience and satisfaction with the urban public space could contribute to the SWB of citizens, and thereby control for personal, contextual characteristics. Relationships were simultaneously analyzed using a multi-level path analysis approach based on a sample of 1056 momentary experiences of urban public spaces reported by 161 citizens of the urban area Eindhoven, The Netherlands. The results showed that personality and personal characteristics are highly important for explaining long-term SWB and subsequently long-term SWB positively influences momentary SWB (the degree of feeling secure, comfortable, happy and annoyed) together with the momentary satisfaction of urban public space characteristics. In addition, contextual characteristics, such as time/day and distance to facilities are important for explaining people’s momentary SWB. Policy makers and urban planners can use these results when developing policy and designing a healthy, attractive, livable and safe living environment for citizens.

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The aim of this commentary is to present the position that a pattern language approach facilitates, even catalyzes (comparative) learning in planning for young professionals. This position builds on literature and is supported by the research work of six MSc Urbanism graduation projects, in which the students adopted a pattern language approach. Additionally, these alumni have been asked in retrospect to evaluate their pattern language experiences for their learning. The students say their pattern languages give focus, enrich the knowledge field, are flexible, and they do not prescribe what to do, or how to make a plan. Students see and appreciate the value of the simple, yet thoughtful structure of a pattern with both visual and verbal information. Additionally, they observe that this method enables the connection between disciplines, between theory and practice, and between stakeholders, and that, potentially, it is a helpful tool for all kinds of stakeholders. They refer to the method as a tool for communication, a tool for design and analysis, and a tool for learning.

The ecosystem of the species called human is the living environment. The quality of the match between people and their living environment is known as liveability. In this chapter, the different perspectives on the relationship between people and environment will be clarified as well as the different forms of liveability that we can distinguish. This results in a reflection on the neighbourhood as an ecosystem and the operationalisation of a sustainable liveability. The qualities of a sustainable liveability are basic needs, and part of these needs have a spatial dimension that are of interest for the design of a sustainable liveable neighbourhood. The well-known elements of this sustainable liveability are health, safety and the importance of the green environment. The quality of the social environment may have a more important role in the well-being of people than the physical environment, but there is a clear relationship between both. The explanation is in another basic need: control over the social and physical environment. The relationship is in the fact that the physical environment facilitates the control over the social interaction. So, at the end of this chapter we emphasise the way the built environment facilitates the control over social interaction by the individual. This will be explained with an example and with design guidelines.