The Transdisciplinary Living Lab Model (TDLL)
179
other end of the spectrum, we discussed several food waste paradigms, i.e. There is
an ‘away’ to throw food waste to, and what different scale of impact would be by
addressing paradigms governing the systems verses parameters within the system.
Based on the global context of Act 1 and the notions of designing systemic
change in Act 2, the Act 3 focused on designing ‘glocal’ interventions (globally
aware, yet locally relevant). The context for Act 3 included the introduction of the
Earth Charter and the Donut Model (a safe and just operating space) (Raworth
2017), and the introduction of the SDGs. Here the history of the development of the
SDGs, the purpose, and the adoption by Australia and the universities involved were
discussed. The SDGs were temporally contextualized by introducing the notion of
The World in 2050,
6 which sets the SDGs as the goal for 2030 and the planetary
boundaries as the goal for 2050. Student/researchers then actively explored the SDGs,
the concept of food waste and their designs. Specifically, in order to improve the
impact, and explain the benefits of their designs they investigated and mapped out
the relationships between the goals, targets and food waste streams. This included
reflection on the following questions:
• How does addressing food waste help achieve the SDGs?
• Which goals and targets are primary (strongly linked) and secondary (less
strongly linked) to addressing food waste?
• Which indicators are relevant to food waste management, and to what degree
could the impact of your proposed design be monitored by these indicators?
• How are these inter-related?
As a final task, students were invited to develop a broader perspective on their
learning through a reflection process in which they translated their TDLL experience
into a prospective job application on the class blog, highlighting the skills developed
and experience gained during the TDLL. This became an opportunity for the authors
to evaluate not only how students had incorporated a ‘global perspective’ on the
potential impact of their final design solutions on the planet, but also what—from their
own admission—had been the greatest learning experience and the most valuable
skills developed.
One student commented: One of the most influential moments I’ve experienced
was to [learn]… about the Sustainable Development Goals (SDG). I personally think
that design has a power to change one’s mind, therefore, I needed to understand how
habitual changes regarding food waste…disposal in general impacts us as a nation.
In total SDG focused on 17 goals to achieve in the next 15 years, which opened my
eyes to the possibility of design solutions in which I would love to contribute.
6 https://rethink.earth/the-roads-to-2050/.
179
other end of the spectrum, we discussed several food waste paradigms, i.e. There is
an ‘away’ to throw food waste to, and what different scale of impact would be by
addressing paradigms governing the systems verses parameters within the system.
Based on the global context of Act 1 and the notions of designing systemic
change in Act 2, the Act 3 focused on designing ‘glocal’ interventions (globally
aware, yet locally relevant). The context for Act 3 included the introduction of the
Earth Charter and the Donut Model (a safe and just operating space) (Raworth
2017), and the introduction of the SDGs. Here the history of the development of the
SDGs, the purpose, and the adoption by Australia and the universities involved were
discussed. The SDGs were temporally contextualized by introducing the notion of
The World in 2050,
6 which sets the SDGs as the goal for 2030 and the planetary
boundaries as the goal for 2050. Student/researchers then actively explored the SDGs,
the concept of food waste and their designs. Specifically, in order to improve the
impact, and explain the benefits of their designs they investigated and mapped out
the relationships between the goals, targets and food waste streams. This included
reflection on the following questions:
• How does addressing food waste help achieve the SDGs?
• Which goals and targets are primary (strongly linked) and secondary (less
strongly linked) to addressing food waste?
• Which indicators are relevant to food waste management, and to what degree
could the impact of your proposed design be monitored by these indicators?
• How are these inter-related?
As a final task, students were invited to develop a broader perspective on their
learning through a reflection process in which they translated their TDLL experience
into a prospective job application on the class blog, highlighting the skills developed
and experience gained during the TDLL. This became an opportunity for the authors
to evaluate not only how students had incorporated a ‘global perspective’ on the
potential impact of their final design solutions on the planet, but also what—from their
own admission—had been the greatest learning experience and the most valuable
skills developed.
One student commented: One of the most influential moments I’ve experienced
was to [learn]… about the Sustainable Development Goals (SDG). I personally think
that design has a power to change one’s mind, therefore, I needed to understand how
habitual changes regarding food waste…disposal in general impacts us as a nation.
In total SDG focused on 17 goals to achieve in the next 15 years, which opened my
eyes to the possibility of design solutions in which I would love to contribute.
6 https://rethink.earth/the-roads-to-2050/.