17905 Urban Analytics
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Description
Urban planners and designers need a range of analytic skills to understand the nature of problems and opportunities, to forecast likely scenarios, and to evaluate the outcomes of specific strategies. Valuable data is obtained directly from people, through surveys, focus groups, or other methods. There are also well-developed analytic methods for forecasting the key sources of urban change – demographic, economic, and travel. There is also now a plethora of data available from non-traditional sources such as transit turnstiles, social media postings, and Smart City initiatives that supplement more traditional secondary data sources such as the Census. These offer new opportunities, but also challenges, given their complex implications for privacy and transparency. This subject develops a sound understanding of these several categories of urban data and the analytic uses to which it is put. Students also develop an informed critical perspective on the ethical issues raised by new sources and uses of information.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Demonstrate reflective and critical understanding of one’s own perspective |
|---|---|
| 2. | Develop effective communication strategies |
| 3. | Critically evaluate evidence and conclusions based on evidence |
| 4. | Identify and apply effective methods and appropriate analytic tools in research analysis |
| 5. | Articulate and justify a coherent ethical position |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Enable reflective practice on one's personal views and values and interpret how they might affect one's professional judgement (A.1)
- Demonstrate ethical responsibilities of professional planners and urban designers and develop critical ethical thinking capability (A.2)
- Communicate with people with a wide variety of cultural, social, economic, and political perspectives and interests using verbal, written, and visual media (C.2)
- Determine the sources, limitations and relationships of different data used to analyse problems and evaluate solutions (R.4)
- Develop coherent and logically structured arguments that use evidence appropriately (R.5)
Contribution to the development of graduate attributes
The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:
C = communication and groupwork
A = attitudes and values
P = practical and professional
R = research and critique
I = innovation and creativity.
Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).
Teaching and learning strategies
This subject aims to develop a mix of hands-on skills, a critical understanding of the quality and provenance of data, and a reflective approach to the ethical implications of data gathering and analysis. These diverse aims require a range of strategies. Hands-on activities may include students interviewing their peers (and receiving feedback on their performance), designing surveys to answer a complex question, or using contrasting methods to forecast population or employment growth. Students’ critical understanding of the quality and provenance of data will be developed through readings, case studies, and assessment tasks. Interactive discussions, case-study based simulations and assessment tasks will develop students’ reflective approach to ethical implications.
Content (topics)
1. Introduction to Urban Analytics
2. Embedded Data in Urban Environments
3. Data and Tools for Urban Analytics - Use of Secondary Data
4. Qualitative Methods in Urban Analysis
5. Smart Cities for Sustainable Development
6. The Present and Future of Urban Analytics
Assessment
Assessment task 1: Basic data analysis and identifying urban services generating data
| Intent: | This assessment has two components based on Module 1 learning. The first part focuses on basic data extraction and analysis to understand the evolution of large cities. The second part seeks to identify various systems that generate massive data (or big data) regularly, crucial for the smooth functioning of cities. |
|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2 and 3 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): A.1, C.2 and R.5 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | Total word count of the report should not exceed 500 words (+/- 10%) |
Assessment task 2: Analysing a suburban area
| Intent: | Present a case study of a suburb. Students will acquire and analyse demographic, environmental and social-economic data and present the information as a report. In this study the students need to gather the demographic data from the Table Builder and map the spatial areas using the Google Earth Pro. Further analysis of the data can be done in Microsoft Excel or similar spreadsheet tool. |
|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3 and 4 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): A.1, C.2, R.4 and R.5 |
| Type: | Case study |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | Total word count should not exceed 1500 words (+/- 10%) |
Assessment task 3: Design a research project
| Intent: | In this assessment, you will design a research project and explain its limitations and strengths. To complete this task, you will write a set of specific research questions to investigate the general question you are assigned. You will then choose a set of data collection tools and techniques to answer these specific questions (explaining why you chose each one), and design at least one of these tools (for example, an open-ended survey). Finally, you will critically assess the rigour of your research design. On what basis do you claim this research project will provide reliable and valid evidence? |
|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 3, 4 and 5 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): A.1, A.2, R.4 and R.5 |
| Type: | Project |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 1500 words for the report (+/- 10%). Research tool (e.g. interview questions, survey) is not included in the word limit. ? |
Minimum requirements
Students must achieve at least 50% of the subject’s total mark.