Social innovation has been gaining attention as an alternative method for defining socially constructed problems and their solutions in times of failure of more conventional methods. This study focused on the potential of undergraduate architecture students for social innovation in public space production. A novel collaborative educational method was proposed based on a conceptual framework of social extrapreneurs’ platforms of exploration, experimentation and execution, and problem-based learning. The method was designed for 90 h synchronous and 90 h asynchronous work, in a remote teaching mode. The benefit of the method was foreseen in improving the social processes of public space production, especially in areas with pronounced discrimination. Social innovation in planning is crucial for the capacity of imagining better futures in the context of a system’s evolutionary resilience and has the potential for democratization of public place design. Preliminary results show that the proposed method enables critical thinking, sets the base of action on social justice, and turns students into active agents of social change; thus, it provides an important contribution to the necessary, but still uncharted, paradigm shift in architectural education from an object- to people-driven design.

中文翻译：

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本科建筑工作室的社会创新

社会创新作为一种定义社会建构的问题及其解决方案的替代方法已经引起了人们的关注，这些方法是在更传统的方法失效时提出的。这项研究的重点是本科建筑专业学生在公共空间生产中进行社会创新的潜力。基于社会企业家的概念框架，提出了一种新颖的合作教育方法的探索，实验和执行平台，以及基于问题的学习平台。该方法设计用于远程教学模式下的90小时同步工作和90小时异步工作。预计该方法的好处是可以改善公共空间生产的社会过程，尤其是在歧视明显的地区。计划中的社会创新对于在系统的进化弹性下构想更好的未来的能力至关重要，并且具有使公共场所设计民主化的潜力。初步结果表明，所提出的方法能够进行批判性思考，为社会正义奠定行动基础，并使学生成为社会变革的积极推动者。因此，它为必要但仍未知的重要贡献，