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Module 6: Development of the
Place Branding Designer Profile
E-learning course for trainers, educators, mentors, and
tourism experts
Developing VET Skills on Place Branding to promote
Circular Tourism in Europe and Latin America -
101129345
TITLE OF THE MODULE
Objectives
Qualify trainers to acquire the necessary
competencies and develop the
professional profile of Place Branding
Designer, adapted to the current
demands of the labor market.
TITLE OF THE MODULE
Index
1. Introduction to the new professional profile:
Place Branding Designer
• Place Branding Design, authors and perspectives.
• Evolution of the Place Branding concept in the
global context.
• Trends and challenges in the construction of
territorial brands.
2. Identification of key competencies of the Place
Branding Designer
• Technical skills: market research, strategic
design, branding.
• Transversal competencies: creativity,
communication, leadership, and project
management.
3. Designing and planning a training program for young
people
• Identification of training needs and learner profile.
• Methodologies and pedagogical approaches to teach
place branding.
4. Evaluation of competencies
• Criteria for measuring the development of competencies.
• Evaluation tools.
5. Certification strategy
• Standards and certification models in territorial branding.
• Competence accreditation process.
TITLE OF THE MODULE
Introduction
In a globalized environment, the identity and image of a territory are more
important than ever. From vibrant cities to rural regions, every place has a
story to tell and a culture to share. Place branding designers become
architects of this narrative, using their creativity and cultural knowledge to
build an image that resonates with both residents and visitors. Throughout
this module, we will analyze key characteristics that define a successful
designer, explore the skills needed to effectively communicate the essence
of the territory, and get to know international authors who have made their
mark on this discipline.
The main goal of the Module 6 is to equip you with the tools and knowledge
necessary to understand how the perception of a place can be transformed
through strategic design. Upon completion of this module, you will be
prepared to contribute to the development and strengthening of your
territory's brand by helping you create an authentic connection between
people and the place they inhabit.
TITLE OF THE MODULE
1. Introduction to the new professional profile:
Place Branding Designer
Place Branding Design, authors and perspectives
Evolution of the Place Branding concept in the global context
1. Before the 1990s: Places
were not considered brands;
identification was more
geographical and cultural.
Cities did not have formalized
branding strategies.
2. 1990s: Interest in place
branding emerged as a
response to globalization.
Strategies began to be
developed to highlight the
unique characteristics of cities,
aiming to attract tourism and
investment (Anholt, 1998).
3. 2000s: More sophisticated
campaigns integrating cultural,
social, and economic elements
were implemented. It was
acknowledged that a strong
territorial brand could influence
public perception and local
economy (Govers & Go, 2009).
4. 2010s: Digitalization and
social media transformed how
cities present themselves to
the world. Citizens became
ambassadors of their places,
actively participating in the
creation of image (Kavaratzis,
2012).
5. 2020 and on: The focus
shifted towards sustainability
and authenticity, aiming to
build brands that reflect cultural
and social realities. Branding
strategies included meaningful
narratives that emotionally
connect with residents and
visitors (Zenker & Braun,
2017).
The Place Branding Designer and the construction of territorial
brands
The current profile of Place Branding Designer combines training in Graphic Design and
Marketing with creative skills to develop visual identities that reflect local culture. According to
Anholt (2020), place branding is essential for improving public perception and attracting
investments. Place Branding Designers conduct market research, collaborate with professionals
from various disciplines, and master digital tools (Kavaratzis & Ashworth, 2015). They
demonstrate cultural sensitivity, integrate sustainable practices into their designs (Zenker &
Beckmann, 2013), and possess effective communication skills to emotionally connect with
residents and visitors, thereby strengthening the place's image (Baker & Cameron, 2008).
TITLE OF THE MODULE
2. Identification of key competencies of the Place
Branding Designer (Technical skills)
Technical skills: market research, strategic design,
branding
Market
Research
Strategic
Design
Digital
Communic
ation
Market Research: A Place Branding designer must be
able to conduct market research that identifies trends,
perceptions and needs of the target audience. This
includes quantitative and qualitative analysis, surveys,
focus groups, and social network analysis.
Ability to conduct research to identify trends, perceptions,
and needs of the target audience (Anholt, 2020).
Practical example: The city of Melbourne has conducted
different branding campaigns to reach its goal of changing
people’s perception of the city.
https://www.citynationplace.com/what-melbournes-flexible-
design-identity-shows-us-about-the-value-of-a-logo
Technical skills: market research, strategic design,
branding.
Strategic
Design
Digital
Communication
Strategic design consists of developing strategies that align the
identity of the place with its cultural, social and economic
objectives. It involves translating a community's aspirations into a
visual and conceptual narrative.
Ability to develop strategies that align the place's identity
with its commercial and cultural objectives (Baker &
Cameron, 2008).
Success story: Medellín city brand redesign integrated its
history of urban and social transformation, thus generating
international recognition for innovation and resilience.
https://www.grupoborneo.com/marca-medellin
Market
Research
Technical skills: market research, strategic design,
branding.
Digital
Communication
Digital Communication: Today, designers must know how to
employ digital platforms to promote the venue's brand, manage
online communities, and monitor digital reputation.
Being familiar with the use of digital platforms and social media to
promote place branding (Kavaratzis & Ashworth, 2015).
Market
Research
Strategic
Design
Relevant experience: the “I Amsterdam” campaign stood out on
social media thanks to the active participation of citizens sharing
organic content using the brand hashtag on digital platforms.
https://theconversation.com/rescaling-through-city-branding-the-
case-of-amsterdam-71956
Transversal competencies: creativity, communication,
leadership, and project management.
Creativity
Communication
Leadership
Project
Management
Creativity allows developing original ideas that highlight the unique
characteristics of the destination and solve complex challenges in the visual
and conceptual communication of the place.
Example: The “Only Lyon” brand was based on a creative and visually
distinctive design, highlighting symbolic elements of Lyon, France, like its
red lion.
https://acimedellin.org/wp-content/uploads/publicaciones/Cuaderno-5-
Accion-Internacional-para-una_Ciudad-Atractiva.pdf
It is the ability to generate new and original ideas that provide innovative
solutions to branding challenges of a place. Creativity is essential to design
campaigns that capture the audience's attention and highlight the unique
characteristics of a destination (Florida, 2002).
Transversal competencies: creativity, communication,
leadership, and project management.
Creativity
Leadership
Project
Management
Ability to convey ideas and messages clearly and effectively to diverse
audiences. In the context of place branding, effective communication is
key to build strong relationships with the community, stakeholders, and
visitors (Hackley, 2015).
Communication
Creativity
Communication
The ability to communicate ideas clearly and effectively is key to
articulating a shared vision among local stakeholders and to
attract tourists, investors or new residents.
Transversal competencies: creativity, communication,
leadership, and project management.
Ability to plan, execute, and oversee projects from initiation to
completion. In the realm of place branding, this competency
involves coordinating resources, setting timelines, and ensuring
that results meet quality expectations and objectives (PMI, 2017).
Communication
Creativity
Leadership
Project
Management
Leadership and project management
Designers must lead multidisciplinary teams and manage
resources, deadlines and expectations to ensure the success of
campaigns.
TITLE OF THE MODULE
3. Designing and planning a training program for
young people
Identification of training needs and learner profile
Training Needs correspond to gaps in knowledge, skills
or competencies that need to be addressed through
training to enhance individual performance. Analyzing
these needs allows training efforts to focus on specific
challenges, optimizing resources, and maximizing their
impact on professional development.
Reading: "How to Conduct a Training Needs
Assessment" by SHRM. - https://www.shrm.org/topics-
tools/tools/how-to-guides/how-to-conduct-training-needs-
assessment
Reading: “What is a Training Needs Analysis and Why It's
Important?” by LinkedIn Learning -
https://www.linkedin.com/pulse/what-training-needs-
analysis-why-its-important-hussethr/
Identification of training needs and learner profile
Identification of training needs and learner profile
Methods for identifying training needs
Competency Mapping: In this activity, participants are asked to
list their skills and indicate which ones they need to improve
(cards or whiteboards can be used to visualize the answers).
Case Studies: Present real scenarios where participants solve
problems related to their field, evaluate the solutions, and detect
areas for improvement.
Training Priorities Questionnaire: A list of possible training
topics is presented, and participants are asked to prioritize them
according to their interest and needs.
Methodologies and pedagogical approaches to teach territorial
branding
Thinking Skills
Thinking skills are fundamental, while much of the knowledge we teach will be obsolete in a few years, thinking
skills, once acquired, will sink in students’ lives. Industrial-era education focused on Lower Order Thinking Skills. In
Bloom's taxonomy these are related to aspects such as remembering and comprehension. Bloom's Taxonomy is
often represented as a pyramid with six levels, from the most basic to the most complex tasks:
• Create (Evaluation): At the top, this level focuses on producing new or original work.
• Evaluate (Synthesis): It involves justifying a decision or course of action and being able to critique information.
• Analyze (Analysis): At this level, information is broken down into parts and explore understandings and
relationships.
• Apply (Application): It involves using information in new situations.
• Understand (Understanding): It involves explaining ideas or concepts.
• Remember (Knowledge): At the base, this level involves recalling facts and basic concepts.
Reading: Blooms Taxonomy Vanderbilt.pdf
Methodologies and pedagogical approaches to teach territorial
branding
Teaching territorial branding benefits from a combination of pedagogical approaches that integrate theory and practice,
adapting to the local context and encouraging active student participation. Below, you will find some useful
methodologies and resources in English.
Key Pedagogical Approaches
Place-Based Pedagogy: This approach emphasizes connecting learning to the local environment, enabling students to
understand and value their community. By applying this method to territorial branding, students can identify and
promote the unique characteristics of their region.
- Connection to the local environment
- Appreciation of the community
- Application in territorial branding:
a) Identification of unique characteristics
b) Promotion of regional identity
Reading: What-is-Place-Based-Education-and-Why-Does-it-Matter-4.pdf
Methodologies and pedagogical approaches to teach territorial
branding
Critical Pedagogy of Place: Combines critical pedagogy with place-based education, encouraging students to
question dominant narratives and consider the social and ecological implications of territorial branding. This
approach promotes a deep understanding of how local identities can be represented in a just and sustainable
way.
• Merging with critical pedagogy
• Questioning dominant narratives
• Social and ecological implications
• Territorial branding with a fair and sustainable approach
Reading: The Best of Both Worlds: A Critical Pedagogy of Place.pdf
TITLE OF THE MODULE
4. Competency Evaluation
Criteria for measuring the development of competencies
To effectively assess competencies, it is essential to establish clear criteria and indicators to measure the degree
of mastery achieved. Criteria are reference points that indicate the expected level of performance, while indicators
are observable and measurable elements that reflect the acquisition of the competency.
Examples of criteria and indicators:
• Criterion: Ability to solve mathematical problems by applying logical reasoning.
• Indicator: Identifies and applies the appropriate solving strategy.
• Indicator: Verifies the validity of the solution by assessing it.
• Criterion: Ability to work effectively in a team.
• Indicator: Contributes ideas and respects the opinions of others.
• Indicator: Fulfills assigned roles within the group.
Reading: Evaluation Criteria.pdf
Evaluation tools
1. Formative Assessment (to improve learning):
- Kahoot! (interactive quizzes in real time).
- Socrative (quick assessments with feedback).
- Google Forms (forms for surveys and evaluations).
- Plickers (assessment with physical cards and mobile technology).
2. Summative Assessment (to measure final learning):
- Google Classroom Quizzes (automatically graded assessments).
-Microsoft Forms (assessments with multiple choice and open-ended questions).
3. Rubrics:
- Rubistar (creating customized rubrics).
- Google Classroom (integrated rubrics for assignments).
- Turnitin Feedback Studio (rubrics for essay evaluation).
Evaluation tools
4. Peer and Self-Assessment:
- Peergrade (peer assessment with structured feedback).
- Google Docs (collaborative review of papers).
- Turnitin PeerMark (peer review on essays and texts).
5. Assessment with Learning Analytics and Artificial
Intelligence:
- Grammarly (automated writing assessments).
- Coursera/EdX (assessments with performance data
analysis).
- Edmodo (assessments with progress reports).
Read: Art-Tools for assessment and evaluation
TITLE OF THE MODULE
5. Certification strategy
Certification Models in Territorial Branding
Territorial branding relies on certification models to ensure quality, authenticity, and credibility in promoting a
region, city or country. Some certification models include:
Geographical Indications (GI): Protects the origin and quality of products linked to a specific territory (example:
Tequila in Mexico, Coffee from Colombia).
ISO 37120 (Sustainable Cities and Communities): Establishes international standards for sustainable
development and city branding.
UNESCO Heritage Certifications: Recognizes cultural and natural sites with global significance, enhancing
territorial prestige.
Green Destinations Certification: Evaluates sustainability in tourism and destination management.
Smart City Certification: Identifies cities that implement digital transformation strategies to improve urban life.
Standards and certification models in territorial branding.
The international competency accreditation process varies from country to
country, but follows a structured scheme to officially recognize an individual's
skills and knowledge:
1. Identification of the Competency to be Accredited
2. Selection of the Certifying Body
3. Presentation of Competence Evidence
4. Evaluation of Competencies
5. Awarding of Certification
6. International Registration and Validation
Some International Certifications
- European Qualifications Framework (EQF)
- National Vocational Qualification (NVQ, UK)
- Certifications from the National Institute for Learning Outcomes Assessment
(NILOA, USA)
- Certifications from the International Labor Organization (ILO)
References
References
Anholt, S. (1998). Nation-brands of the twenty-first century. J Brand Manag 5, 395–406.
https://doi.org/10.1057/bm.1998.30
Anholt, S. (2020). Places: Identity, Image and Reputation. Palgrave Macmillan.
DOI:10.1007/978-0-230-27149-4
Baker, M. J., & Cameron, E. (2008). Critical Success Factors for Destination Marketing.
Tourism and Hospitality Research, 8(3), 202-215. https://doi.org/10.1057/thr.2008.9
Duggan, W. R. (2013). Creative strategy: a guide for innovation. Columbia Business
School Pub. https://cup.columbia.edu/book/creative-strategy/9780231160520
Florida, R. (2002). The Rise of the Creative Class: And How It's Transforming Work,
Leisure, Community and Everyday Life. Basic Books. https://doi.org/10.2307/3552294
Govers, R., & Go, F. M. (2009). Place branding: Glocal, virtual and physical identities,
constructed, imagined and experienced. Palgrave Macmillan. doi=10.1007/978-0-230-
24702-4
References
References
Hackley, C. (2015). Advertising and promotion. Sage Publications.
https://in.sagepub.com/sites/default/files/upm-assets/65060_book_item_65060.pdf
Kavaratzis, M. (2008). From city marketing to city branding: An interdisciplinary analysis with
reference to Amsterdam, Budapest and Athens. [Thesis fully internal (DIV), Rijksuniversiteit
Groningen]. s.n. https://research.rug.nl/en/publications/from-city-marketing-to-city-branding-an-
interdisciplinary-analysi
Kavaratzis, M., & Ashworth, G. J. (2015). Place Branding: Introduction to the Special Issue. Place
Branding and Public Diplomacy, 11(1), 1-6. https://www.palgrave.com/gp/journal/41254
Project Management Institute (PMI). (2017). A Guide to the Project Management Body of Knowledge
(PMBOK® Guide) (6th ed.). Project Management Institute. https://www.pmi.org/standards/pmbok
Zenker, S., & Beckmann, S. (2013). My place is not your place - different place brand knowledge by
different target groups. Journal of Place Management and Development, 6(1), 6–17.
doi:10.1108/17538331311306078
Zenker, S., Braun, E., & Petersen, S. (2017). Branding the destination versus the place: The effects
of brand complexity and identification for residents and visitors. Tourism Management, 58, 15–27.
https://doi.org/10.1016/j.tourman.2016.10.008

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Module 6: Development of the Place Branding Designer profile

  • 1. Module 6: Development of the Place Branding Designer Profile E-learning course for trainers, educators, mentors, and tourism experts Developing VET Skills on Place Branding to promote Circular Tourism in Europe and Latin America - 101129345
  • 2. TITLE OF THE MODULE Objectives Qualify trainers to acquire the necessary competencies and develop the professional profile of Place Branding Designer, adapted to the current demands of the labor market.
  • 3. TITLE OF THE MODULE Index 1. Introduction to the new professional profile: Place Branding Designer • Place Branding Design, authors and perspectives. • Evolution of the Place Branding concept in the global context. • Trends and challenges in the construction of territorial brands. 2. Identification of key competencies of the Place Branding Designer • Technical skills: market research, strategic design, branding. • Transversal competencies: creativity, communication, leadership, and project management. 3. Designing and planning a training program for young people • Identification of training needs and learner profile. • Methodologies and pedagogical approaches to teach place branding. 4. Evaluation of competencies • Criteria for measuring the development of competencies. • Evaluation tools. 5. Certification strategy • Standards and certification models in territorial branding. • Competence accreditation process.
  • 4. TITLE OF THE MODULE Introduction In a globalized environment, the identity and image of a territory are more important than ever. From vibrant cities to rural regions, every place has a story to tell and a culture to share. Place branding designers become architects of this narrative, using their creativity and cultural knowledge to build an image that resonates with both residents and visitors. Throughout this module, we will analyze key characteristics that define a successful designer, explore the skills needed to effectively communicate the essence of the territory, and get to know international authors who have made their mark on this discipline. The main goal of the Module 6 is to equip you with the tools and knowledge necessary to understand how the perception of a place can be transformed through strategic design. Upon completion of this module, you will be prepared to contribute to the development and strengthening of your territory's brand by helping you create an authentic connection between people and the place they inhabit.
  • 5. TITLE OF THE MODULE 1. Introduction to the new professional profile: Place Branding Designer
  • 6. Place Branding Design, authors and perspectives
  • 7. Evolution of the Place Branding concept in the global context 1. Before the 1990s: Places were not considered brands; identification was more geographical and cultural. Cities did not have formalized branding strategies. 2. 1990s: Interest in place branding emerged as a response to globalization. Strategies began to be developed to highlight the unique characteristics of cities, aiming to attract tourism and investment (Anholt, 1998). 3. 2000s: More sophisticated campaigns integrating cultural, social, and economic elements were implemented. It was acknowledged that a strong territorial brand could influence public perception and local economy (Govers & Go, 2009). 4. 2010s: Digitalization and social media transformed how cities present themselves to the world. Citizens became ambassadors of their places, actively participating in the creation of image (Kavaratzis, 2012). 5. 2020 and on: The focus shifted towards sustainability and authenticity, aiming to build brands that reflect cultural and social realities. Branding strategies included meaningful narratives that emotionally connect with residents and visitors (Zenker & Braun, 2017).
  • 8. The Place Branding Designer and the construction of territorial brands The current profile of Place Branding Designer combines training in Graphic Design and Marketing with creative skills to develop visual identities that reflect local culture. According to Anholt (2020), place branding is essential for improving public perception and attracting investments. Place Branding Designers conduct market research, collaborate with professionals from various disciplines, and master digital tools (Kavaratzis & Ashworth, 2015). They demonstrate cultural sensitivity, integrate sustainable practices into their designs (Zenker & Beckmann, 2013), and possess effective communication skills to emotionally connect with residents and visitors, thereby strengthening the place's image (Baker & Cameron, 2008).
  • 9. TITLE OF THE MODULE 2. Identification of key competencies of the Place Branding Designer (Technical skills)
  • 10. Technical skills: market research, strategic design, branding Market Research Strategic Design Digital Communic ation Market Research: A Place Branding designer must be able to conduct market research that identifies trends, perceptions and needs of the target audience. This includes quantitative and qualitative analysis, surveys, focus groups, and social network analysis. Ability to conduct research to identify trends, perceptions, and needs of the target audience (Anholt, 2020). Practical example: The city of Melbourne has conducted different branding campaigns to reach its goal of changing people’s perception of the city. https://www.citynationplace.com/what-melbournes-flexible- design-identity-shows-us-about-the-value-of-a-logo
  • 11. Technical skills: market research, strategic design, branding. Strategic Design Digital Communication Strategic design consists of developing strategies that align the identity of the place with its cultural, social and economic objectives. It involves translating a community's aspirations into a visual and conceptual narrative. Ability to develop strategies that align the place's identity with its commercial and cultural objectives (Baker & Cameron, 2008). Success story: Medellín city brand redesign integrated its history of urban and social transformation, thus generating international recognition for innovation and resilience. https://www.grupoborneo.com/marca-medellin Market Research
  • 12. Technical skills: market research, strategic design, branding. Digital Communication Digital Communication: Today, designers must know how to employ digital platforms to promote the venue's brand, manage online communities, and monitor digital reputation. Being familiar with the use of digital platforms and social media to promote place branding (Kavaratzis & Ashworth, 2015). Market Research Strategic Design Relevant experience: the “I Amsterdam” campaign stood out on social media thanks to the active participation of citizens sharing organic content using the brand hashtag on digital platforms. https://theconversation.com/rescaling-through-city-branding-the- case-of-amsterdam-71956
  • 13. Transversal competencies: creativity, communication, leadership, and project management. Creativity Communication Leadership Project Management Creativity allows developing original ideas that highlight the unique characteristics of the destination and solve complex challenges in the visual and conceptual communication of the place. Example: The “Only Lyon” brand was based on a creative and visually distinctive design, highlighting symbolic elements of Lyon, France, like its red lion. https://acimedellin.org/wp-content/uploads/publicaciones/Cuaderno-5- Accion-Internacional-para-una_Ciudad-Atractiva.pdf It is the ability to generate new and original ideas that provide innovative solutions to branding challenges of a place. Creativity is essential to design campaigns that capture the audience's attention and highlight the unique characteristics of a destination (Florida, 2002).
  • 14. Transversal competencies: creativity, communication, leadership, and project management. Creativity Leadership Project Management Ability to convey ideas and messages clearly and effectively to diverse audiences. In the context of place branding, effective communication is key to build strong relationships with the community, stakeholders, and visitors (Hackley, 2015). Communication Creativity Communication The ability to communicate ideas clearly and effectively is key to articulating a shared vision among local stakeholders and to attract tourists, investors or new residents.
  • 15. Transversal competencies: creativity, communication, leadership, and project management. Ability to plan, execute, and oversee projects from initiation to completion. In the realm of place branding, this competency involves coordinating resources, setting timelines, and ensuring that results meet quality expectations and objectives (PMI, 2017). Communication Creativity Leadership Project Management Leadership and project management Designers must lead multidisciplinary teams and manage resources, deadlines and expectations to ensure the success of campaigns.
  • 16. TITLE OF THE MODULE 3. Designing and planning a training program for young people
  • 17. Identification of training needs and learner profile Training Needs correspond to gaps in knowledge, skills or competencies that need to be addressed through training to enhance individual performance. Analyzing these needs allows training efforts to focus on specific challenges, optimizing resources, and maximizing their impact on professional development. Reading: "How to Conduct a Training Needs Assessment" by SHRM. - https://www.shrm.org/topics- tools/tools/how-to-guides/how-to-conduct-training-needs- assessment Reading: “What is a Training Needs Analysis and Why It's Important?” by LinkedIn Learning - https://www.linkedin.com/pulse/what-training-needs- analysis-why-its-important-hussethr/
  • 18. Identification of training needs and learner profile
  • 19. Identification of training needs and learner profile Methods for identifying training needs Competency Mapping: In this activity, participants are asked to list their skills and indicate which ones they need to improve (cards or whiteboards can be used to visualize the answers). Case Studies: Present real scenarios where participants solve problems related to their field, evaluate the solutions, and detect areas for improvement. Training Priorities Questionnaire: A list of possible training topics is presented, and participants are asked to prioritize them according to their interest and needs.
  • 20. Methodologies and pedagogical approaches to teach territorial branding Thinking Skills Thinking skills are fundamental, while much of the knowledge we teach will be obsolete in a few years, thinking skills, once acquired, will sink in students’ lives. Industrial-era education focused on Lower Order Thinking Skills. In Bloom's taxonomy these are related to aspects such as remembering and comprehension. Bloom's Taxonomy is often represented as a pyramid with six levels, from the most basic to the most complex tasks: • Create (Evaluation): At the top, this level focuses on producing new or original work. • Evaluate (Synthesis): It involves justifying a decision or course of action and being able to critique information. • Analyze (Analysis): At this level, information is broken down into parts and explore understandings and relationships. • Apply (Application): It involves using information in new situations. • Understand (Understanding): It involves explaining ideas or concepts. • Remember (Knowledge): At the base, this level involves recalling facts and basic concepts. Reading: Blooms Taxonomy Vanderbilt.pdf
  • 21. Methodologies and pedagogical approaches to teach territorial branding Teaching territorial branding benefits from a combination of pedagogical approaches that integrate theory and practice, adapting to the local context and encouraging active student participation. Below, you will find some useful methodologies and resources in English. Key Pedagogical Approaches Place-Based Pedagogy: This approach emphasizes connecting learning to the local environment, enabling students to understand and value their community. By applying this method to territorial branding, students can identify and promote the unique characteristics of their region. - Connection to the local environment - Appreciation of the community - Application in territorial branding: a) Identification of unique characteristics b) Promotion of regional identity Reading: What-is-Place-Based-Education-and-Why-Does-it-Matter-4.pdf
  • 22. Methodologies and pedagogical approaches to teach territorial branding Critical Pedagogy of Place: Combines critical pedagogy with place-based education, encouraging students to question dominant narratives and consider the social and ecological implications of territorial branding. This approach promotes a deep understanding of how local identities can be represented in a just and sustainable way. • Merging with critical pedagogy • Questioning dominant narratives • Social and ecological implications • Territorial branding with a fair and sustainable approach Reading: The Best of Both Worlds: A Critical Pedagogy of Place.pdf
  • 23. TITLE OF THE MODULE 4. Competency Evaluation
  • 24. Criteria for measuring the development of competencies To effectively assess competencies, it is essential to establish clear criteria and indicators to measure the degree of mastery achieved. Criteria are reference points that indicate the expected level of performance, while indicators are observable and measurable elements that reflect the acquisition of the competency. Examples of criteria and indicators: • Criterion: Ability to solve mathematical problems by applying logical reasoning. • Indicator: Identifies and applies the appropriate solving strategy. • Indicator: Verifies the validity of the solution by assessing it. • Criterion: Ability to work effectively in a team. • Indicator: Contributes ideas and respects the opinions of others. • Indicator: Fulfills assigned roles within the group. Reading: Evaluation Criteria.pdf
  • 25. Evaluation tools 1. Formative Assessment (to improve learning): - Kahoot! (interactive quizzes in real time). - Socrative (quick assessments with feedback). - Google Forms (forms for surveys and evaluations). - Plickers (assessment with physical cards and mobile technology). 2. Summative Assessment (to measure final learning): - Google Classroom Quizzes (automatically graded assessments). -Microsoft Forms (assessments with multiple choice and open-ended questions). 3. Rubrics: - Rubistar (creating customized rubrics). - Google Classroom (integrated rubrics for assignments). - Turnitin Feedback Studio (rubrics for essay evaluation).
  • 26. Evaluation tools 4. Peer and Self-Assessment: - Peergrade (peer assessment with structured feedback). - Google Docs (collaborative review of papers). - Turnitin PeerMark (peer review on essays and texts). 5. Assessment with Learning Analytics and Artificial Intelligence: - Grammarly (automated writing assessments). - Coursera/EdX (assessments with performance data analysis). - Edmodo (assessments with progress reports). Read: Art-Tools for assessment and evaluation
  • 27. TITLE OF THE MODULE 5. Certification strategy
  • 28. Certification Models in Territorial Branding Territorial branding relies on certification models to ensure quality, authenticity, and credibility in promoting a region, city or country. Some certification models include: Geographical Indications (GI): Protects the origin and quality of products linked to a specific territory (example: Tequila in Mexico, Coffee from Colombia). ISO 37120 (Sustainable Cities and Communities): Establishes international standards for sustainable development and city branding. UNESCO Heritage Certifications: Recognizes cultural and natural sites with global significance, enhancing territorial prestige. Green Destinations Certification: Evaluates sustainability in tourism and destination management. Smart City Certification: Identifies cities that implement digital transformation strategies to improve urban life.
  • 29. Standards and certification models in territorial branding. The international competency accreditation process varies from country to country, but follows a structured scheme to officially recognize an individual's skills and knowledge: 1. Identification of the Competency to be Accredited 2. Selection of the Certifying Body 3. Presentation of Competence Evidence 4. Evaluation of Competencies 5. Awarding of Certification 6. International Registration and Validation Some International Certifications - European Qualifications Framework (EQF) - National Vocational Qualification (NVQ, UK) - Certifications from the National Institute for Learning Outcomes Assessment (NILOA, USA) - Certifications from the International Labor Organization (ILO)
  • 30. References References Anholt, S. (1998). Nation-brands of the twenty-first century. J Brand Manag 5, 395–406. https://doi.org/10.1057/bm.1998.30 Anholt, S. (2020). Places: Identity, Image and Reputation. Palgrave Macmillan. DOI:10.1007/978-0-230-27149-4 Baker, M. J., & Cameron, E. (2008). Critical Success Factors for Destination Marketing. Tourism and Hospitality Research, 8(3), 202-215. https://doi.org/10.1057/thr.2008.9 Duggan, W. R. (2013). Creative strategy: a guide for innovation. Columbia Business School Pub. https://cup.columbia.edu/book/creative-strategy/9780231160520 Florida, R. (2002). The Rise of the Creative Class: And How It's Transforming Work, Leisure, Community and Everyday Life. Basic Books. https://doi.org/10.2307/3552294 Govers, R., & Go, F. M. (2009). Place branding: Glocal, virtual and physical identities, constructed, imagined and experienced. Palgrave Macmillan. doi=10.1007/978-0-230- 24702-4
  • 31. References References Hackley, C. (2015). Advertising and promotion. Sage Publications. https://in.sagepub.com/sites/default/files/upm-assets/65060_book_item_65060.pdf Kavaratzis, M. (2008). From city marketing to city branding: An interdisciplinary analysis with reference to Amsterdam, Budapest and Athens. [Thesis fully internal (DIV), Rijksuniversiteit Groningen]. s.n. https://research.rug.nl/en/publications/from-city-marketing-to-city-branding-an- interdisciplinary-analysi Kavaratzis, M., & Ashworth, G. J. (2015). Place Branding: Introduction to the Special Issue. Place Branding and Public Diplomacy, 11(1), 1-6. https://www.palgrave.com/gp/journal/41254 Project Management Institute (PMI). (2017). A Guide to the Project Management Body of Knowledge (PMBOK® Guide) (6th ed.). Project Management Institute. https://www.pmi.org/standards/pmbok Zenker, S., & Beckmann, S. (2013). My place is not your place - different place brand knowledge by different target groups. Journal of Place Management and Development, 6(1), 6–17. doi:10.1108/17538331311306078 Zenker, S., Braun, E., & Petersen, S. (2017). Branding the destination versus the place: The effects of brand complexity and identification for residents and visitors. Tourism Management, 58, 15–27. https://doi.org/10.1016/j.tourman.2016.10.008