Future University – Edge Zones
February 5, 2013 – 6:47 pm | Comments Off on Future University – Edge Zones

I’ve been thinking a bit about the future of the university, and it seems to me that a new model may be emerging, one that has something of the traditional sanctuary of a place of learning, but that innovatively engages communities, both local and international. There will, of course, have to be those preserves where students and teachers can contemplate their experience and learn together, but there must also be what, for the moment, one might think of as an edge zone where interactions of many kinds might take place.

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Home » Featured, Headline, Lean-Design

Lean Project Delivery System – Expanded Lean Learning Cycle

Submitted by on April 13, 2011 – 12:40 pmNo Comment

By Dan Anderson

The current LPDS model developed by Glenn Ballard and the Lean Construction Institute grew from an emerging theory of project-based production systems and the implementation of these systems as an improved method of designing and building capital facilities. Anderson Porter Design feels strongly that a better process results in better products. The delivered value is not just the design of better production systems but significantly to realize better buildings. In light of these combined goals we have been reviewing and expanding on the LPDS model and propose two new triad phases ‘reflection and re-evaluation’ and ‘translational diagnosis’ that respectively focus on ‘upstream’ and ‘downstream’ activities and unpack the learning loop connecting these activities.
Reflection and Re-evaluation
Our thinking about the activities of learning derived from evaluations of recently completed projects or existing facilities is expressed in an additional triad that we label ‘reflection and re-evaluation.’ This triad of activities follows the LPDS of ‘use and occupancy’ and attempts to capture the activities of review and evaluation of a facility’s strengths and weaknesses. In the case of an existing facility a decision point for alteration or decommissioning is reformulated as a set of challenges. In the case of a recently completed project challenges are seen in light of the design criteria set forth in the project definition phase.
Translational Diagnosis
The challenges defined in the learning loop of a post-occupancy evaluation are then seen as the starting point for future development. In our experience the purposes that initiate the ‘project definition’ phase are the end result of a broad range of client activities; needs, desires and visions. Anderson Porter Design believes that the planning and refinement of these activities is a lean learning opportunity and that the translation of client needs into a purposeful project is a design activity in its own right. This triad of activities has been added to the LPDS diagram as a ‘translational diagnosis’ phase and innovation strategies is the activity that transforms perceived facilities challenges and client needs into project purposes.
Strategic Design
Innovation strategies are the applications of Lean thinking that assist clients to translate the challenges presented by future needs and goals into the clear purposes needed to clearly define successful projects. Innovation strategies are unique responses created address specific issues identified by key stakeholders, end users and occupants. Innovation strategies use observation and analysis brought forward from occupancy evaluations combined with careful mapping of the value stream to see waste more clearly and identify opportunities for improvement. These strategic design activities translate directly to delivering client value.

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