Learning facilitated through collaborative research A case study - - PowerPoint PPT Presentation

Learning facilitated through collaborative research

A case study Lecture by Dr. Henrik Schoenefeldt 23 February 2017 Developing Teaching for Experienced Staff, Unit for the Enhancement of Learning and Teaching

‘There is a new role for academia to link up with practice in order to carry out an archaeology of the processes of architectural production, […] by excavating the present one informs the future. Practice has the raw data on which architecture is founded, academia releases the potential through research’

Jeremy Till, RIBA Memorandum on Architectural Research, 2005

• 1. BACKGROUND: Establishing research as a second pillar

within the design-centred curriculum of architects.

Master of Architecture programme overview EMBEDDING RESEARCH WITHIN DESIGN-CENTRED CURRICULUM Year 4 Year 5

Master of Architecture programme overview RESEARCH RESEARCH

RESEARCH RESEARCH

DESIGN DESIGN DESIGN DESIGN DESIGN Year 4 Year 5 EMBEDDING RESEARCH WITHIN DESIGN-CENTRED CURRICULUM RESEARCH x x x

Collaborative Research Project

• 2. Sustainability and ‘disruptive standards’

(The consultation paper 'Sustainable New Homes: The Road to Zero Carbon‘)

2013

UK’s roadmap to achieving carbon homes (now abandoned) using Code for Sustainable Homes Standard

• 2. Sustainability and ‘disruptive standards’

Scope of Passivhaus

Fabric U-values Thermal bridging Air permeability External heat gain (solar) Internal heat gains

60% of total energy consumption for space heating

DECC, Energy Consumption in the UK (2013) Sustainable New Homes – The Road to Zero Carbon (Communities and Local Government, 2009)

+

Efficiency of household appliances

Fabric first approach

3) 1) 2) Supply side Demand side

• 2. Sustainability and ‘disruptive standards’

NHBC Foundation, Lessons from Germany’s Passivhaus Experience (2012) DECC, The Energy Efficiency Strategy(2012) BIS, UK Construction – An economic analysis of the sector (2013)

• 2. Sustainability and ‘disruptive standards’

UK’s struggle to delivery roadmap

1991 Pilot Darmstadt-Kranichstein 1996 Foundation of PassivHaus Institut 2009 First UK Passivhaus certified (John Williamson) 2010 Foundation of Passivhaus Trust (subsidiary of AECB) 2010 Passivhaus fully established standard in Germany & Austria 2012 Passivhaus projects completed or under construction: Germany: 20.000, UK: 165 2016 UK: All new housing to be ‘zero-carbon in use’ Late 1980s Bo Adamson/Wolfgang Feist develop Passivhaus principle

History of PassivHaus standard

• 2. Sustainability and ‘disruptive standards’

• 2. Sustainability and ‘disruptive standards’

What is the PassivHaus standard?

Total primary energy : ≤ 120kWh/m² per year (includes household appliances) Heating energy demand: ≤ 15kWh/m² per year Thermal bridge free design Airtightness: 0.6 air changes per hour at 50 Pa. U-values: Walls/floors/roofs ≤ 0.15 W/m²K Window (including frame) ≤ 0.85 W/m²K Energy efficient MVHR heat recovery efficiency of ≥ 75% and a specific fan power of ≤ 0.45 Wh/m3.

Standard UK new built approx. 60kWh/m² per year Part L (2013): 10 ACH Code level 3: 3 ACH Ventilation loss of 35kWh/m² per year if 8 litres per person is to be maintained Part L (2013): 0.30W/m²K for Wall, 0.20W/m²K for roofs Part L (2013): 2.00W/m²K for windows

• 2. Sustainability and ‘disruptive standards’

Strict Performance Benchmarks

Nature of new design practice responding to ‘disruptive standard’ of PassivHaus (Schoenefeldt, 2014)

• 2. Sustainability and ‘disruptive standards’

Change in Practice and Technology

• 3. The Project

'Interrogating the technical, economic and cultural challenges of delivering the PassivHaus standard in the UK‘,

April 2013- July 2014

The key aims of the project were

• 1. to understand performance-led design as part of cultural transformation required to

address climate change commitments

• 2. how it affects architectural design, the wider building industry and our lived

environment.

• 3. whole industry perspective and wider context: qualitative interviews with architects,

clients, consultants to gain cross-industry perspective on process of delivering the PassivHaus standard >

• 4. Looked at whole process: from first client inquiry to completion; from BPE to knowledge

transfer: review of degree of utilisation of lessons in follow up projects >

• 5. Educating the ‘research literate practitioner’ for (a) architects to understand research

(b) to develop skills to be directly involved (c) to be able to collaborate with specialist researchers. (d) Potential of R&D and Research to be part of business model for practice

• 3. The Project

Master of Architecture programme overview RESEARCH RESEARCH

RESEARCH RESEARCH

DESIGN DESIGN DESIGN DESIGN DESIGN Year 4 Year 5 EMBEDDING RESEARCH WITHIN DESIGN-CENTRED CURRICULUM RESEARCH x x x

Collaborative Research Project

Real-life case studies in UK

• 3. The Project

Reciprocal engagements between students, academics and practitioners

Richard Hawkes (Hawkes) James Anwyl (Eurobuild) Doug Smith (Tp Bennett) Patrick Osborne (Lee Evans Partnership) Philipp Proffit (Princedale Homes) Richard Dudzicki Tanisha Raffiuddin (RDA)

Practitioners Academics:

Keith Bothwell (Kent) Derrie O’ Sullivan (Huddersfield) PassivHaus Trust

• 3. The Project

Members

• 3. The Project

Teaching framework Lecture & Seminars Launch Workshop Team briefings

Small group tutorials Reviews (Crit) with academic/industry partners

Launch-workshop, 4 June 2013, near Maidstone

Working methods Objectives Ideas Issues Context

Design development

Construction details Materials Geometry Environmental design strategy: e.g. passive features, mechanical services

Anatomy Design Evaluation

Monitoring Empirical observations Scientific studies

Design modifications

Change of control regime Retrofitting/ modification of systems

Comprehensive Case Study: Process, Artifact and Performance (Schoenefeldt, 2012)

• 3. The Project

Research Methods

Architects explorative sketches (Grey Lyn PassivHaus, Faversham)

• 3. The Project

Research Methods Primary Research Floor plans (Grove Cottage, Hereford) Construction details (Wimbish, Essex) Photo of construction (PassivHaus Camden) Measurements (Princedale Road) Semi-structured Interviews Questionnaires (Qualitative)

Research Methods

• 3. The Project

Interview notes with sketches (Grey Lyn, Hereford) Interview with key members involved in delivery of case studies:

• Client
• Architect
• Engineer
• Specialist consultants
• Planning officer
• Suppliers
• PassivHaus certifier
• Main contractors

Output 1: Peer-reviewed ebook Link to ebook: https://www.kent.ac.uk/architecture/conference/ 2014/passivhaus/PassivHaus_UK_eBook.pdf

• 3. The Project

Output 2: Passivhaus Symposium, Kent Innovation Centre, 27 June 2014

Symposium advertised by the PassivHaus Trust

• 3. The Project

• 3. The Project

Output 2: Passivhaus Symposium, Kent Innovation Centre, 27 June 2014

Philip Proffit (Princedale Homes (Photo: KSA) Derrie’ O Sullivan (Huddersfield) (Photo: KSA) The case-study presentations by students Guest lectures by practitioners and academics from other institutions

Output 2: Passivhaus Symposium, Kent Innovation Centre, 27 June 2014

• 3. The Project

……..In this project Education was used as a starting point. Bordass, B.; Leaman, A., A professionalism: remedy of fantasy?, Building Research Information (2013) 41 (1), pp. 1-7

‘Building professional have no shared sense of purpose, no shared identity and no equivalent of the Hippocratic Oath. They [Hartenberg, Lorenz and Luetzendorf] consider what can be learnt from medicine, another diverse profession, but with a common purpose and a closed loop between practice, research, education and training’

• 3. The Project

e.g. supervisions, literature review, preparing field work

Diagram: Four types of engagements (Schoenefeldt, 2014)

• 3. The Project

• 4. How it was taken further

Poster shown at End

• f year show 2015
• 4. How it was taken further

PassivHaus Working Group: Collaborative Research Formally Embedded within MArch programme

Semi-structured interviews with tenants Monitoring: Temperature, Humidity, Carbon dioxide levels.

Post-occupancy Evaluation of PassivHaus: No. 5 Stories Mews, London MSc students involved in Pilot Study: February 2014 - January 2016

• 4. How it was taken further

Is this model relevant to other disciplines?

PART B: Workshop Session

Exercise 1:

What is the significance of research in the teaching of your disciplines?

Option 1: Has the UG teaching in your school a vocational focus? If yes, how does it affect methods of teaching? Option 2: Has the UG teaching in your school a 'scholarship' focus? If yes, how does this focus on scholarship shape teaching methods? How are students introduce to research as a practice?

7 minutes plus 5 minutes feeding back to Group

Exercise 2:

What are the potential educational benefits of collaborative research in your own discipline?

Discuss. 5 minutes plus 5 minutes feeding back to Group

Exercise 3:

How would you implement it?

Develop a proposal for using collaborative research in the context of teaching in your

• wn discipline. Make sure you identify a specific area/issue in your own discipline that

would benefit (even rely) on collaborative research.

7 minutes plus 5 minutes feeding back to Group

RECAP