Aim: To develop a flexible and responsive framework to support learning and development within my Diploma in Applied Permaculture Design (PD).
Date: Original design was developed in November 2013 then revisited in October 2020
Client: Personal Project
Tools: Client Interview, Risk and Aim Analysis, Zoning, Wants / Needs Analysis, Functions Analysis, Aims Analysis, Mind Mapping, Risk Analysis, Flow Charts, PMI
Resources / Support
- “Permaculture – Principles and Pathways Beyond Sustainability” by David Holmgren.
- “Permaculture Design” by Aranya
- Annual Diploma Guild – November 2012 – specific learning around ALP and diploma induction
- Variety of Permaculture blogs – researching other apprentices ALPs
- Permaculture Guild – discussion around developing our ALPs
- Permaculture Design Forum.
How does the design reflect the Permaculture Ethics?
|Earth Care||Inclusion of land based projects. And where designs focus on people care they will also link back to nature / the natural world where possible.|
|People Care||People and community as central to my work so will be key focus of my diploma designs.|
|Fair Share||Community focus will be central to many of the designs, and all designs, and their write ups, will focus on sharing knowledge and ideas in an accessible way.|
In this design it was my aim to create my own Diploma Pathway and experience – I originally developed the design in November 2013 then revisited when I restarted my diploma in October 2020. I particularly wanted to use the design to think about how I could make the diploma meaningful and active from a personal perspective.
Survey – Observation
In the first instance, and as I felt this was an important exercise, I analysed what observation meant for me in terms of a Permaculture design process (see appendix 1). I felt it particularly important to clarify this within the development of my ALP in order to have a focused approach to observation and surveying throughout my ten diploma designs. As the client within this project it meant going through this process myself. The structure of observation can be roughly defined as:
- What are the wants and needs that the client expresses? And are there any additional wants and needs that the designer observes?
- What are the current features (in this case of the learning context)? Are there any additional features that the designer observes?
- What yields are wanted from the design? What yields already exist? And what other yields may be generated as a result of the design?
- What are the potential risks as expressed by the client and as observed by the designer?
I also thought about the things that I would like to achieve from the diploma and what my main priorities were. As well as what the risks / obstacles could be that may stop me progressing (see appendix 2 & 3).
Identification of priority areas – I used a simple modification of a zoning tool to consider which elements of my observation were particularly important. I focused upon the wants and aspired needs as these would have greatest impact on identifying my priority areas. (see appendix 4)
Identify links between wants and needs – I used the same zoning tool to begin identifying links between my aspirations in order to identify where there were similarities and groupings. It appeared that three main areas of priority were becoming apparent around:
- Permaculture design as a foundation for the work that I do.
- Building links to the Permaculture community.
- Develop learning within diploma framework / structure.
I then used a simple flow diagram to ensure that these personal priorities had a wide enough scope to meet the wider assessment criteria of the diploma (see appendix 5).
When I was confident that there was sufficient scope I created a simple flow chart to consider how these primary aims linked to other secondary aspirations and how, together, these groupings and themes may be used to identify the main functions of my ALP (see appendix 6). These groupings seemed to be reflected by three functions:
- Structure and practice.
- Community and communication.
- Knowledge – learning and application.
How will these functions be reflected in the key aims during the ALP?
I felt it was important to consider this and developed a simple mind map to analyse how the functions may manifest themselves as features within the ALP (see appendix 7).
What do the Permaculture Ethics mean to me within the wider context of my ALP?
- People centre approach based upon health and wellbeing.
- Spiritual and emotional needs as most important – physical world as the means of meeting these needs.
- Reconnection to self, community and place.
- Reconnection to place and the natural world / systems.
- Search for natural / wild spaces and states.
- Observing and learning – nature as a teacher.
- People as part of nature / natural systems.
- Equality and sharing as central and crucial.
- Functioning within limits.
- Finding balance in our lives.
I analysed the risks as observed and expressed during the survey and observation. I created a simple framework to analyse what risk they posed to the progression of my diploma and ALP, and put structures in place to ensure that significant risks and challenges were observed and re-considered throughout the process. (see appendix 8)
I took time to reflect upon how Holmgren’s Permaculture principles reflected within the design.
Observe and interact – Observation of personal needs and aspirations. Observation of diploma context and how I can make best use of that.
Catch and store energy – Focus upon ways that I can make use of my own energy and invest it into wider Permaculture networks.
Obtain a yield – Clear yield of ALP and focus of learning.
Apply self regulation and accept feedback -Development of structured pathway. Clear time management plan. Guild development / peer review.
Use and value renewable resources and services – Analysis of how I can use the permaculture community to support learning. And how I can contribute to this community.
Produce no waste – Explore the development projects that make sensitive use of resources and re-use materials where possible.
Design from patterns to detail – Analysis of wider aspirations to created more focused aims and functions.
Integrate rather than segregate – Look at ways to integrate my designs into wider the Permaculture community.
Use small and slow solutions – Use ALP to take incremental steps in learning.
Use and value diversity – Including a wide range of focus to the designs within my portfolio.
Use edges and value the marginal – Think about how I can push and develop my practice within the context of the diploma.
Creatively use and respond to change – Evaluation and development framework of ALP to continue throughout diploma.
How did I choose my designs?
I number of different factors influenced the designs that I have included within my Action Learning Pathway.
- I used the Holmgren domains as the basis of my designs as I felt this was a good way of reflecting the scope of Permaculture within my ALP – I wanted my diploma to reflect this scope within the designs I include.
- I am particularly interested in working in urban settings so this is reflected in my designs.
- I have included a mixture of designs with myself as client and with someone else as a client to challenge my practice as a designer.
- I am interested in land based designs but these are less likely to be part of my professional practice – for this reason I have made specific effort to ensure a number of land based designs are included in my ALP.
|1. Action Learning Pathway||Culture and Education|
|2. Mr Seel’s Garden – Food Heritage Project||Culture and Education|
|3. Anne’s Eco Garden||Land / Nature Stewardship|
|4. Dementia Care and Storytelling||Health and Wellbeing|
|5. Developing a Sustainable Business||Finance and Economics|
|6. Allotment Forest Garden||Land / Nature Stewardship|
|7. Garden Shed Green Roof||Building|
|8. Bread Oven and Bread Making||Tools and Technology|
|9. Allotment Management||Community Governance|
|10. Mystery Project||??????????|
It is my aspiration to complete my diploma within two years. On this basis I develop a diploma timeline as part of my design which is detailed below. The first four designs are already in process and will definitely take place. The other designs are more susceptible to change as opportunities and context change over the two years of my diploma – I want my diploma to be as related to my professional practice as possible so this flexibility is important as new opportunities arise within my work life.
To create this timeline I developed a flexible layout using papers that could be moved around to consider different options and possibilities. This plan can be seen below and is a key element of the ALP implementation and evaluation plan later in this report. The timeline below is flexible and will be revisited and change as necessary during the ALP.
ALP Timeline – December 2013
|November 2013||#1 Action Learning #2 Mr Seel’s Garden||Induction Event|
|December 2013||#1 Action Learning #2 Mr Seel’s Garden|
|January 2013||#2 Mr Seel’s Garden #3 Anne’s Eco Food Garden|
|February 2013||#2 Mr Seel’s Garden #3 Anne’s Eco Food Garden||Personal Tutorial (London)|
|March 2013||#3 Anne’s Eco Food Garden|
|April 2013||#3 Anne’s Eco Food Garden|
|May 2013||#4 Dementia & Storytelling|
|June 2013||#4 Dementia & Storytelling|
|July 2013||#4 Dementia & Storytelling||Personal Tutorial|
|August 2013||#5 Developing a Sustainable Business|
|September 2013||#5 Developing a Sustainable Business|
|October 2013||#5 Developing a Sustainable Business|
|November 2013||#6 Forest Garden||Design Tutorial|
|December 2013||#6 Forest Garden||Interim Portfolio Assessment|
|January 2014||#6 Forest Garden #7 Green Roof|
|February 2014||#6 Forest Garden #7 Green Roof|
|March 2014||#7 Green Roof #8 Bread Oven||Personal Tutorial|
|April 2014||#8 Bread Oven #9 Allotment Management|
|May 2014||#8 Bread Oven #9 Allotment Management|
|June 2014||#10 Mystery Project|
|July 2014||#10 Mystery Project||Personal Tutorial|
|August 2014||#10 Mystery Project|
|September 2014||Design Tutorial|
|November 2014||Portfolio Assessment|
This ALP is a flexible design, which is already being implemented now in this design documentation, and in the development of Mr Seel’s Garden, which is my second diploma design.
With regards the longer-term success of the ALP there are a number of different points that are of particular significance:
- The “sticky wall” timeline as shown in Appendix 9 will be key to the ongoing implementation and evaluation of the ALP. It will be the first point of call to revisit the ALP and decide if any changes need to be made to the timeline as detailed above.
- I have developed a simple audit to be completed at the beginning of each design (appendix 10) that is demonstrated in action at the beginning of this document. This is an on going way to ensure that the designs that I am undertaking within my diploma are reflecting the various criteria which are necessary in order to complete my diploma successfully.
- I will revisit my ALP at the beginning of each new design to ensure that it still meets my needs an aspirations within my diploma – if necessary I will make tweaks and adjustments to reflect changes.
- I will reflect on my ALP within each tutorial – points of interest from my first tutorial are outlined in appendix 11.
I used PMI analysis to evaluate the original design.
The framework worked well for the design – it was methodical and gave form to the plan that was created.
It was good to get a sense of the form that I hoped my diploma would take which I got as a result of the design.
I really appreciated the personal learning objectives that were created as a result of the design.
When creating the design at the beginning of the diploma it can feel hard to get a grip of what you are aiming towards.
The ALP felt hypothetical and unclear at the early stages of my diploma.
Putting the design onto paper helps give clarity to the diploma process.
This is a difficult design to evaluate until my diploma is finished. It will be interesting to revisit when we get to the end!
In October 2020 I revisted the design. This was a point when I had picked up my Diploma again after many years away from it. During this time I had lost my first tutor so the design was revisted at the point when I had found a new tutor and when I was beginning to focus upon my Diploma again, at least in part because changes to the structure meant that I had to complete my Diploma by 2022 in order to continue in its current form. I took this moment as a motivation to work towards its completion.
In order to tweak my design I read through it in detail. I made a note of where there were changes / additions and also of actions that I was putting in place in order to complete my Diploma.
- The priority areas that I observed in the original design remain but the commuication of my design work to a wider audience through my diploma now also feels important.
- I will no longer focus on the Holmgren Domains to choose my ten designs – it feels too rigid as a foundation and is not the best way to reflect the range of designs that I would like to include.
- The ten diploma designs will be different from the original design and I am not going to try and anticipate or plan in advance what they will be. Instead I will complete and include as they come along.
- The timeline is now clearly no longer relevant! The change of system means that I need to complete my diploma by 2022. I have set the target to complete my diploma by summer 2021. Beyond this deadline I am not going to set a more rigid timetable – instead I will used my tutorials as key points to set targets and milestones.
- I will no longer create a project audit at the beginning of each design – it no longer feels like a relevant activity to undertake and the information that it provides will be provided by the frameworks and tools that I use.
- I would like to complete my diploma by summer 2021.
- I will be working with Carla Moss as my tutor.
- I intend to join a new guild in order to support my diploma learning.
- I will work towards a less rigid timetable but with clear focus and targets.
- I will use tutorials as key milestones within my schedule and will book them as and when to reflect my progress rather than scheduling them going forward.