Research published on the learning potential of regional learning arrangements (RLEs). Evidence shows that the following design principles are influencing boundary crossing by RLEs: working in multidisciplinary student groups, working intensively with multiple stakeholders, and a high coaching intensity.
Abstract: ‘Planning education needs effective learning environments that support students’ boundary crossing competence development. The multi-stakeholder regional learning environment (RLE) is, by its typical design, hypothesized to foster boundary crossing. This quasiexperimental mixed method pre- and post-test study affirms the effectiveness of the RLE for stimulating competence development, and specifically shows the added value of three typical ‘boundary crossing’ RLE design characteristics, i.e. working in multidisciplinary student groups, working intensively with multiple stakeholders, and a high coaching intensity. Results strengthen previous findings, and contribute to the debate in planning education on an evidencebased pedagogical fundament for commonly used authentic learning environments.’
Source: Oonk, C., Gulikers, J., & Mulder, M (2016). Educating collaborative planners: strengthening evidence for the learning potential of multi-stakeholder regional learning environments, Planning Practice & Research, (31)5, pp. 533-551, DOI: 10.1080/02697459.2016.1222108
