245 research outputs found
Living labs as a concept and place for holistic sustainability education
No full textThis chapter has its origins in the authors’ activities in the field of teaching and research of solar energy in buildings at the Vallès School of Architecture (ETSAV) of Universitat Politècnica de Catalunya (UPC), which started as early as in 2003. In 2008 the author initiated and directed the first Solar Decathlon project of UPC, leading a team of 100 students and 50 companies in a 2-year process of the design, construction and operation of the energy self-sufficient solar house LOW3. This unique and transformational teaching and learning experience (for all student participants, but also for the author) led to the author’s conviction that experience-based, collaborative and transdisciplinary project-based learning in non-formal learning environments is highly effective and deeply necessary in the education of future architects, offering immense possibilities for a disciplinary as well as holistic approach to sustainability education.Objectius de Desenvolupament Sostenible::4 - Educació de QualitatObjectius de Desenvolupament Sostenible::7 - Energia Assequible i No ContaminantObjectius de Desenvolupament Sostenible::11 - Ciutats i Comunitats SosteniblesObjectius de Desenvolupament Sostenible::13 - Acció per al ClimaObjectius de Desenvolupament Sostenible::12 - Producció i Consum ResponsablesPostprint (published version
Solar house prototypes as living labs in architecture for holistic sustainability education
No full textThe LOW3 prototype solar house of UPC has been designed and built between 2008 and 2010 and converted and operated as a Living Lab for sustainable architecture and lifestyle since 2011 at the ETSAV campus at Sant Cugat del Vallés (Barcelona) under the responsibility of the author (www.livinglab-low3.blogspot.com)
This paper highlights the importance of Living Labs as innovation infrastructures in Higher Education and presents the specific educational experience of LOW3 within the institutional framework of UPC, drawing from 5 years of action research regarding pluridisciplinary, experience based sustainability education.Postprint (published version
Living labs in architecture as innovation arenas within higher education institutions
No full textEducation at schools of architecture must attend the demand for a new profile for architects, integrating and fostering corresponding SD competences through new learning methodologies, tools and concepts.
A series of recent developments in higher education, emerging fields of knowledge, as well as changing social and professional realities give relevance to the research on Living Labs in Architecture as new tools for a holistic Education for Sustainable Development (ESD) with a specific focus on renewable energies and Nearly Zero Energy Buildings.
On the other hand, a newly strengthened social responsibility of university towards society in the development of innovative solutions for our environmental, social and economic conflicts must lead towards new processes in teaching, research and technology transfer based on a strong interaction with their local and regional communities.
The LOW3 prototype solar house of UPC has been designed and built between 2008 and 2010 and converted and operated as a Living Lab for sustainable architecture and lifestyle since 2011 at the ETSAV campus at Sant Cugat del Vallés (Barcelona) under the responsibility of the author. This paper highlights the importance of Living Labs as innovation infrastructures in Higher Education and presents the specific educational experience of LOW3 within the institutional framework of UPC, drawing from 5 years of action research regarding pluridisciplinary, experience based sustainability education.
It shows that the diversity of activities related to one single platform like Living Lab LOW3, allows the creation of synergies between actors, programs and projects. Stakeholders have the opportunity to participate in a community of users beyond established academic structures. In this sense, Living Labs in Higher Education can be seen as social ecosystems or Innovation Arenas with a link to the surrounding socio-economic context, fostering the creation of transversal educational communities.Postprint (published version
Solar house prototypes as living labs in architecture for holistic sustainability education
No full textThe LOW3 prototype solar house of UPC has been designed and built between 2008 and 2010 and converted and operated as a Living Lab for sustainable architecture and lifestyle since 2011 at the ETSAV campus at Sant Cugat del Vallés (Barcelona) under the responsibility of the author (www.livinglab-low3.blogspot.com)
This paper highlights the importance of Living Labs as innovation infrastructures in Higher Education and presents the specific educational experience of LOW3 within the institutional framework of UPC, drawing from 5 years of action research regarding pluridisciplinary, experience based sustainability education
Living Lab LOW3 – An innovative teaching concept for sustainable architecture at UPC - Barcelona Tech
No full textPostprint (published version
Solar house prototypes as living labs in architecture for holistic sustainability education
No full textThe LOW3 prototype solar house of UPC has been designed and built between 2008 and 2010 and converted and operated as a Living Lab for sustainable architecture and lifestyle since 2011 at the ETSAV campus at Sant Cugat del Vallés (Barcelona) under the responsibility of the author (www.livinglab-low3.blogspot.com)
This paper highlights the importance of Living Labs as innovation infrastructures in Higher Education and presents the specific educational experience of LOW3 within the institutional framework of UPC, drawing from 5 years of action research regarding pluridisciplinary, experience based sustainability education.Postprint (published version
Living labs in architecture as innovation arenas within higher education institutions
No full textEducation at schools of architecture must attend the demand for a new profile for architects, integrating and fostering corresponding SD competences through new learning methodologies, tools and concepts.
A series of recent developments in higher education, emerging fields of knowledge, as well as changing social and professional realities give relevance to the research on Living Labs in Architecture as new tools for a holistic Education for Sustainable Development (ESD) with a specific focus on renewable energies and Nearly Zero Energy Buildings.
On the other hand, a newly strengthened social responsibility of university towards society in the development of innovative solutions for our environmental, social and economic conflicts must lead towards new processes in teaching, research and technology transfer based on a strong interaction with their local and regional communities.
The LOW3 prototype solar house of UPC has been designed and built between 2008 and 2010 and converted and operated as a Living Lab for sustainable architecture and lifestyle since 2011 at the ETSAV campus at Sant Cugat del Vallés (Barcelona) under the responsibility of the author. This paper highlights the importance of Living Labs as innovation infrastructures in Higher Education and presents the specific educational experience of LOW3 within the institutional framework of UPC, drawing from 5 years of action research regarding pluridisciplinary, experience based sustainability education.
It shows that the diversity of activities related to one single platform like Living Lab LOW3, allows the creation of synergies between actors, programs and projects. Stakeholders have the opportunity to participate in a community of users beyond established academic structures. In this sense, Living Labs in Higher Education can be seen as social ecosystems or Innovation Arenas with a link to the surrounding socio-economic context, fostering the creation of transversal educational communities
Un pas cap a l'arquitectura paramètrica
No full textEs tracta d'un fascicle on s'observen les bases de l'arquitectura paramètrica a partir d'un projecte personal 100% paramètric, i es va fent un recull de diferents projectes de collita pròpia, on jo en soc l'autor, per anar comparant-lo amb el projecte base i es va recollint la informació i conclusions de quines serien les avantatges d'haver-los projectat mitjançant les eines que proposa l'arquitectura paramètrica.Se trata de un fascículo donde se observan las bases de la arquitectura paramétrica a partir de un proyecto personal 100% paramétrico, y se va haciendo una compilación de diferentes proyectos de cosecha propia, donde yo soy el autor, para ir comparándolo con el proyecto base y se va recogiendo la información y conclusiones de cuáles serían las ventajas de haberlos proyectado mediante las herramientas que propone la arquitectura paramétrica.It is a booklet where the bases of parametric architecture are observed from a 100% parametric personal project, and a compilation of different homegrown projects is made, where I am the author, to compare it with the base project and the information and conclusions of what would be the advantages of having projected them through the tools proposed by the parametric architecture are collected
Living Labs como herramientas y lugares para la RbD en Sostenibilidad: educación transformadora en Arquitectura
No full textLiving labs play a major role as instruments allowing the introduction of new pedagogical approaches in the education of architecture students through designing, building and operating experimental sustainable housing prototypes. In recent years an important development of educational and research oriented living labs in higher education has been linked to the Solar Decathlon Europe (SDE) Competition, an international competition of universities for designing, building and operating energy self-sufficient solar houses. One of these prototypes provides, under direction of the author, a transformative learning experience to local and international students since 2012 focusing on the topics of sustainable housing, energy and lifestyle. Results of educational research on its methodologies and impact confirm the positive contribution in the field of transformative sustainability education.
The applied methodologies and tools of the living lab course facilitate students’ learning about different aspects of sustainability in an impactful way by
Exploring, experiencing, and measuring a sustainable housing prototype.
Learning self-paced online through weekly modules (MOOC) on the digital platform of the course.
Participating in regular debates and exchange of personal experiences together with value discussions related to the topics of the online modules.
Designing, planning, self-organizing and executing collectively a specific project in a team.
Communicating knowledge, projects and results to the community (regular posts, podcast series, in-person activities).
To measure the transformative effect of the educational initiative on participants and to document and evaluate the impact on their sustainability literacy, value shift and behavioral change, the following qualitative and quantitative evaluations have been carried out:
Personal conversations and feedback
Questionnaires at the end of each course
Pre- and post-tests, evaluating specific sustainability knowledge
Self-evaluation tool of the online learning platform
Students report in conversations and through the questionnaire at the end of the course that the specific projects have given them personal satisfaction by building and transforming physically their environment together with the experience of teaming up with others and self-organizing objectives, work, schedule and outcomes.
Regarding teaching contents, during the last 2 academic courses projects focused on the design and construction with waste materials. Students contributed to the nationally funded research project by designing and constructing mock-ups of innovative solutions in a collective process with other faculties and courses. This led to further projects regarding the construction of furniture based on recycled materials as well as to an exhibition of construction and demolition waste with the aim to explore their re-use in buildings.
From the teachers point of view, and beyond the individual transformational learning experiences of students, the following outcomes and obstacles could be identified regarding a collective sustainability transition of the academic comunity.
Achieved outcomes:
Successful collaboration between disciplines, faculties and courses through links to national and international research projects.
Creation of an unformal learning environment for meeting and socializing, new initiatives and place of resilience for the community.
Intercultural exchange between international and local students, facilitating value discussions and knowledge exchange across different cultural backgrounds.
Contribution to campus facilities through the ongoing improvement and conditioning of the living lab and its surrounding.
Observed obstacles:
Continuity of practical projects is complicated, due to change of students each semester.
Interculturality and English teaching language are generally positive, but might be hindering for some local students.
As an elective subject the course is not principal study focus of students resulting in limited dedication in time and reduced outcomes.
Link to research projects is desirable, but increases complexity and effort for management of collective sessions, timing, deliveries.
Practical construction works imply security aspects, knowledge on use of tools and machinery and depend on abilities of students.
Self-organization of projects by students is challenging and results depend on their motivation, skills, interpersonal qualities and personal circumstances.
This presented living lab course is based on the principles of "Learning by doing", which requires students to be proactive, propose initiatives, define objectives, necessary resources, execution, completion and presentation of their projects. A transformative experience is created by blending knowledge acquisition, value discussion, and the execution of real projects through research-based design.
The evaluation of results regarding the degree of achievement of a truly transformative learning experience needs discussion, relying so fare mainly on qualitative results as indictors of success. Real transformative impact can most probably only be measured or observed over time, as it is generated later, in follow-up projects of participants, when the acquired profound knowledge about sustainability and an increased consciousness of the urgency for change and transition materialize in different way of engaging in projects and focusing on solutions.
Transformative learning experiences are relevant for accelerating change in values, behavior, and knowledge of future professionals. Academic living labs like the presented initiative can contribute as places for such holistic impact-full ways of learning in an academic environment and beyond. How to improve, measure and evaluate results, is an ongoing matter of research.Los laboratorios vivientes son instrumentos clave para introducir nuevos enfoques pedagógicos en la formación de estudiantes de arquitectura mediante el diseño, construcción y operación de prototipos experimentales de viviendas sostenibles. En los últimos años, el desarrollo de estos laboratorios orientados a la educación e investigación en la educación superior se ha vinculado con el Solar Decathlon Europe (SDE), concurso internacional de universidades para diseñar, construir y operar casas solares autosuficientes. Uno de estos prototipos, dirigido por el autor desde 2012, brinda a estudiantes locales e internacionales una experiencia transformadora en vivienda sostenible, energía y estilo de vida. La investigación educativa confirma su aporte positivo a la educación transformadora para la sostenibilidad.Peer Reviewe
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