00:01Thank you. Thank you for inviting me to speak today.
00:04I just recently got back from a seventeen-hundred-mile journey with my family.
00:10Ten days, four states, five transportation modes including a horse.
00:15My wife was the DJ, the snack provider; I drove; and Sophia and my daughter Fiona, 5 and 3, were in the backseat.
00:24And also came along is, of course, the all-important dashboard. And we're going to come back to this dashboard.
00:30And in particular, the difference between the arrival time and the current time with a 3- and 5-year-old is really critical.
00:40So the importance of feedback, visually and orally, for those of you that have a 3-year-old or a 5-year-old or once was that...
00:52The word potty rings a bell, and finding a place to go is really important.
00:58And the sound of "Ugh!" and then "Ew" really makes an impression on the driver to make a decision. Okay?
01:08So we're going to come back to this idea, maybe not so graphically, but...
01:12So we've used geospatial technologies; in this case, we've identified a whole river basin called the Licking River Basin...
01:20...to identify places where we might want to employ riparian zone management strategies.
01:26Pretty simple. Simple overway...overlay stuff, raster analysis.
01:31We've also used it to identify value systems for people, green areas being highly valuable in this place...
01:40...in this particular context for equa...equine resources in central Kentucky.
01:46We've also done some stuff where we've modeled environmental sensitivity, wetlands and those sorts of things,...
01:52...and likelihood of places of change by basically going through a LISA process with community stakeholders.
02:01We've also, then, put these things together, made a map...
02:04...identified places of conflict between development and environmental sensitivity and places of low conflict.
02:10So pretty basic stuff really, when you get right down to it.
02:14And what's made this very easy for us in many ways is ModelBuilder...
02:19...but this is kind of complicated to deal with for community participants.
02:24They...they kind of get it, but they don't. They can see...understand flowcharts and that sort of thing.
02:29So. One of the things I work with is a lot of students, beginning design students.
02:35I teach in a...in a landscape architecture program.
02:38One of the things we're always trying to get them to do is to see the landscape through different means.
02:43One of the things we've been playing with is Google Maps, just for visualizing different types of data that already exist.
02:51So in particular, I want to talk about this Neighborhood Design Studio in the white bubble...
02:54...and this Community Assistance Studio in the...in the blue bubble there.
02:59Fourth year fall and fifth year spring, respectively. We are a five-year undergraduate program.
03:04I also teach two other courses, two GIS and landscape analysis courses, and a land-use planning applications course...
03:12...both...all three of them electives. Not every student will take them.
03:17So in this Neighborhood Studio, what we're trying to do is get students in touch with what it means to design a neighborhood.
03:23Walkable neighborhoods, smart growth type neighborhoods.
03:26We're linking them up to pedometers; we're thinking about linking them up to GPS units and that sort of thing.
03:33In the fifth-year studio, or that...that blue bubble, we're using a classic Steiner model...
03:40...where we go with a community and go through a design process similar to what was described this morning with TPL...
03:48...but also taken from Fritz Steinitz' work. And we do this in one semester; it's about four months, roughly, or a little less...
03:57...where we go from start to finish with this community, produce a bunch of products and involve them right from the get-go.
04:05And the whole idea of that whole final studio is to just create a series of ideas and then have the community evaluate them.
04:12And have them go the next step. So we're just a cog in this process; we don't come out with an ultimate plan.
04:19So what I find is difficult for students is to constantly get feedback.
04:23In a studio where you might have 20 or 30 students, getting around to the professor is difficult.
04:29So what I think we should do is look at a lot of the current tools that we have...
04:34...and many of the developers are here in the room today.
04:38All of these tools are all good, but they all have limitations.
04:42And I think we need to come up with something different, a little bit different, in a short time frame.
04:47So we'll go on another short journey.
04:49I think we need to create a GeoDesign performance dashboard, something that looks like this.
04:55It's integrating with SketchUp...ArcSketchUp...ArcSketch, sorry.
04:59We're using a split screen tablet format so that we can switch off these indicators, this dashboard, coming back to us...
05:06...or to that student or that community member...
05:09...so that they can use the freedom of design without getting analysis if they want.
05:14This continual feedback, like I mentioned, we need to use a variety of metrics to give them feedback...
05:19...depending on what scale of the problem they're working at.
05:23I think going forward with Juan Carlos and the geospatial Delphi is an important way to go.
05:29And I want to do this, or I'd like to see this done, I should say, 12 to 18 months from now.
05:36This is a rapid prototype.
05:38We have places to work, ideas to work from, conservation thresholds for land-use planners...
05:44...from a...Environmental Law Institute, as well as measuring landscapes.
05:48We have smart growth ideas to work from.
05:50But in particular, I think, what I'm using in my class is that I find the students find very helpful in getting feedback...
05:57...is LEED for neighborhood development as well as the Sustainable Sites Initiative...
06:02...as...as a way they can evaluate their designs as they're moving through.
06:07So thank you.