Real Life Learning Lab Approach in Sustainable Building
Education – EURL3A Pilot Project
Speakers:
Ruzicka, Jan1; Mancik, Stepan2; Lupisek, Antonin3; Hajek Petr4; Elianne Demollin5; Peter Op
't Veld6; Slavko Dolinsek7, Gregor Cerinsek8
1
CTU University Centre for Energy Efficient Buildings, UCEEB, Prague, Czech Republic,
jan.ruzicka@uceeb.cvut.cz
2
CTU University Centre for Energy Efficient Buildings, UCEEB, Prague, Czech Republic,
stepan.mancik@uceeb.cvut.cz
3
CTU University Centre for Energy Efficient Buildings, UCEEB, Prague, Czech Republic,
antonin.lupisek@uceeb.cvut.cz
4
CTU Faculty of Civil Engineering, Prague, Czech Republic, petr.hajek@fsv.cvut.cz
5
Centre of Expertise NEBER, Heerlen, Netherlands, elianne.demollin@zuyd.nl
6
Huygen Ingenieurs & Adviseurs, Maastricht, Netherlands, p.optveld@huygen.net
7
IRI UL Institute for Innovation and Development of University of Ljubljana, Ljubljana,
Slovenia, slavko.dolinsek@iri.uni-lj.si
8
IRI UL Institute for Innovation and Development of University of Ljubljana, Ljubljana,
Slovenia, gregor.cerinsek@iri.uni-lj.si
Abstract: To achieve wide implementation of sustainable Near Zero Emission Buildings
(NZEB), education, business and research institutes have to cooperate more closer and try to
attract more young students with innovative learning approaches. Also business partners
have to be involved to transfer the latest research knowledge into practice and to provide
practical feedback.
The main objective of the European Real Life Learning Lab Alliance pilot project (EURL3A) is to encourage structured, result-driven cooperation ventures between universities, research
institutions and companies, bridging the gap between the sectors in the field of sustainable
building. The EURL3A project developed the Real Life Learning Lab (RLLL) concept in three
European countries as a start for European network of Knowledge Alliances (KA). Six
partners from the Netherlands, the Czech Republic and Slovenia created the consortium. The
paper summarizes the first outcomes and experience of the Knowledge Alliance concept.
Keywords: education in sustainable building, Technical skills, transition towards a Near
Zero Energy built environment
Introduction
In order to meet the European targets on reducing the green-house gasses emissions and in
order to reduce the dependency of scarce base materials and fossil energy sources, one of the
most complex challenges is the transition towards a sustainable and Near Zero Emission
(NZE) built environment. To encourage the process, education in technical branches has to be
adjusted to the actual needs.
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The distinctive feature of many European universities and higher education institutions is to
be a front runner and a shining example in sustainability. Higher education institutions should
be strengthened by taking the lead on cutting-edge research, action, and demonstration
projects that will catalyse investment and drive the development of new markets. They have
furthermore an important contribution to make to the global response to climate change. The
in-house knowledge can be brought into practice and at the same time sustainability can be
embedded in education, shaping future green entrepreneurs for the building sector. In facing
this challenge both the educational as well as the business sector encounter following barriers
in implementing sustainable and NZE building and retrofitting technologies:
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The number of „technical‟ students, crucial for this transition, is decreasing
dramatically;
The fragmentation of knowledge necessary for this transition;
The skills of today’s delivered students do not match with the needs of the business
sector in this field.
The analysis of needs identified one of the most important market barriers in Europe, i.e. the
lack of an integrated approach of energy design in and between buildings. It is still not
common for architects and engineers to work together in integrated teams. Due to this, a
traditional fragmented design process is followed. Engineers and experts needed in this
process are involved too late in the design process. This leads in most cases to inefficient
solutions, not optimized buildings and higher costs due to extra measures for integration of
energy efficiency measures and renewable energy systems.
The building sector in Europe needs to find solutions for this barrier, in order to come to
Nearly Zero Energy Buildings. Therefore there is currently a substantial need for practitioners
like architects and engineers to be specifically trained and educated in the integral sustainable
design approach and who work in integrated multidisciplinary teams, addressing the
integration of sustainable energy in buildings and built environment in general and as
imposed by EU in its policies.
A barrier slowing down the transition towards a Near Zero Energy built environment is the
way the education process is organized. In today’s situation after a pupil starts at an
engineering University it takes about 8 to 10 years before engineering competencies are at a
level bringing a substantial contribution to business. It is a general conviction that engineering
theory and engineering taste are realized at the University and the real engineering practice is
being realized in industry.
However, the fact is that it is hard to form engineering skills only in a school environment,
since universities create with great difficulties a real production environment, where students
could develop practical skills. On the other hand, industry does not emphasize these
engineering skills enough, because industry believes this to be the task only of universities.
This results in a longer period transforming young students into competent professionals in
the new markets and the education process is not efficient enough.
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EURL3A project and Knowledge Alliance concept
The EURL3A project [1] wanted to tackle the barriers by improving technical education in
the sustainable building filed, making it more efficient and attractive by a dynamic integration
of practice and theory and by integration of cutting edge innovation and latest research results
by the so called Knowledge Alliance (KA) and Real Life Learning Lab (RLLL) concept. The
project started in January 2013 and was finished in August 2014 as a pilot project. Six
partners form three EU countries (the Netherlands, the Czech Republic and Slovenia) have
been involved in the project.
The Knowledge Alliance (KA) concept is based on strong and structured partnership among
education (students, teaching staff) – research (innovations) – business (driving force). From
each country one high education institute (ZUYD Heerlen, Czech Technical University in
Prague, University of Ljubljana) one research institute (NEBER, UCEEB, IRI – UL) and one
business partner (Huygen, VUPS, Metronik) created the local KA. The research institutions in
this case are organizational part of the universities.
RLLL – Real Life learning Lab concept
Core of the RLLL concept is the collaboration in multidisciplinary teams of students, teaching
staff and researchers and business partners. They all bring in their competences and
knowledge and take out what benefits for them. Students gain in competence of applying
knowledge in practice, teaching staff gets more experienced in working in professional
business settings and have input to update the curricula, businesses and young entrepreneurs
are supported with applied research accelerating their innovation process and in expanding
their (starting) business. The alliances realized knowledge exchanges by means off:
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Students of different faculties working together in multidisciplinary teams;
Internships for students at the companies of involved business partners ;
Teaching staff doing (part-time) internship;
Teaching staff and professors doing lectures for professionals;
Professionals of involved business partners working in RLLL teams;
Professionals as guest lecturers in the universities.
Developing of Real Life Learning Lab Concept
In Real Life Learning Labs (RLLL) multidisciplinary teams of students and young
entrepreneurs – under mentorship of professionals from universities and industry – worked on
Real Life assignments from the business sector. During the process relevant theoretical
knowledge was educated just in time. Within EURL3A project each university developed a
Real Life Learning Lab that was used as a: (i) testing and training platforms together with the
collaborating partners business sector; (ii) incubators for fostering and encouraging new green
entrepreneurs in a permanent learning and research environment. Students have worked on
those topics for their semestral works, projects, master or doctoral theses. Participation of
researchers and professionals was also linked to the topic of the local RLLLs
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RLLL in the Czech conditions was tested on the topic UCEEB-Multipurpose Office Building
(UCEEB-MEB). This building is being designed in cooperation with UCEEB – University
Centre for Energy Efficient Buildings, CTU in Prague. It is an experimental building
dedicated to a full-scale research projects.
For Zuyd and IRI-UL these buildings have been recently realized. The activities of the RLLL
at the University of Ljubljana are situated within several physical objects, i.e.: main university
building is a historical building, which serves as a RLLL where different principles and
technologies suitable for holistic refurbishments were developed. Self-sufficient Living Cell
served as the second example. Another example is the Research unit OLEA. It is low energy
self-sufficient mobile unit demonstrating new concepts of low energy technologies on the
basic of locally available renewable sources.
In the Netherlands conditions the District of Tomorrow was used as the local RLLL. It is an
innovative programme in which educational institutions, researchers, businesses and public
authorities join together to create an exciting environment for the transition to a sustainable
built environment at the European Science and Business Park Avantis in Heerlen/Aachen.
This innovative programme involved designing, studying, and testing sustainable
technologies so that they can be utilised “tomorrow” in towns, neighbourhoods, and buildings
within the Meuse-Rhine Euregion.
Fig. 1: RLLL CZ: Visuallization of the UCEEB Campus in Bustehrad with UCEEB MEB in the background and
UCEEB experimental area EA in the front (left). RLLL SI: Main Buildinh of the Univesity of Ljubljana (middle),
RLLL NL: The District of Tomorrow (right).
Innovative educational character of the RLLL concept
The RLLL concept represents a new innovative approach for the dynamic integration of
theory and practice in RLLL. The concept is to integrate the classroom within a professional
environment, where learning and teaching is combined with practical work experience and
exposure to the needs of industry. Research, innovation and education activities integrated in
an open innovation setting, where students, teachers and professionals work together on new
technologies.
By introducing an industrial and professional environment within the curricula the theoretical
body of knowledge of a study is better aligned with the needs of enterprises. By combining
theory with practical cases innovation is supported by the latest knowledge and the curricula
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are adjusted continuously to the markets demands. Students can develop their competencies
by working on real life practical cases in an increasing part in their activities and with greater
responsibility during their study.
Development and deployment of curricula
One of the objectives of RLLL development was to customize current curricula in the field of
sustainable building and integrated building design. Project outcomes from the IEE IDESEDU project [2] were used as a base material. This project educates, trains and delivers
specialists, both students and professionals, in Integral Sustainable Energy Design of the Built
Environment. 15 European Universities were involved in IEE IDES-EDU project in the
period 06/2010 – 06/2013 to develop curricula and training programs including new methods
of teaching that would equip students and professionals to work within a multidisciplinary
and interdependent problem-solving framework
The education material was customized by each participating Knowledge Alliance according
to their specific identified needs. Experts from local companies in Slovenia, in the Czech
Republic and in the Netherlands working in the field of sustainable building were involved to
give relevant feedback of the real needs and educational skills in building practice. The
sample of 68 companies - 15 from Slovenia, 32 from the Czech Republic and 21 from the
Netherlands – were involved in this survey and filled out the questionnaire mapping required
skills in the field of sustainable building. Quite significant national diversity has been
recognized among experts and professionals from each country. The results of this part of the
project were used as a recommendation for teachers and professors at three participating
Universities and were incorporated in lectures and seminars.
Organisation of exchange programs and structured mobility
One of the core tasks of the RLLL concept was to organize an exchange and mobility
program for students, teaching staff and entrepreneurs both within the alliances themselves as
well as between the three alliances for students. The main task of the international exchange
program within EURL3A project was to prove innovative teaching and training methods for
students and post graduates/experts in practice by implementing the local RLLLs.
At the local level internship in companies, seminars and trainings for students (at bachelor,
master, Ph.D. level), teaching staff and business partners were organized and local business
partners were involved and participated in local RLLL projects.
At the international level 3 – 5 moths internships for 24 students (8 per country) at one of the
partner Universities was organized. The internship was designed as a “project internship”,
participating students worked on Real Life assignments dedicated to the local RLLL. Also
local business partners were involved and multidisciplinary teams of students under
mentorship of professionals from universities and industry worked on Real Life assignments
from the business sector and research field. Before the internship during the preparation phase
students had to pick up a topic offered by the partner Higher Education Institution and
advertised on the project web page. All the topics were always linked to the local RLLL.
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More than 70 topics were advertised. During the internship students worked on the topic. Also
internships of students in the participating companies were organized.
Experience with RLLL approach at CTU in Prague
RLLL in the Czech conditions was tested on the topic UCEEB-Multipurpose office building
(UCEEB-MEB). This building is being designed in cooperation with UCEEB – University
Centre for Energy Efficient Buildings, CTU in Prague. It is an experimental building
dedicated to a full-scale research projects. These projects will be focused on energy savings
and management, controlling systems, advanced construction materials. Quality of internal
microclimate will be measured. The building is going to be a part of experimental Micro Grid
designed within the UCEEB area.
RLLL at the local level
Regular meetings of students, researchers and business experts on the topic of RLLL CZ:
UCEEB–MEB have been organized within the EURL3A project. The main task of the
meetings was to bring together students participating on this topic, researchers involved as
experts in the design phase of UCEEB-MEB and companies involved in research activities of
UCEEB. Almost 50 students from 3 Faculties of CTU (Faculties of Civil, Mechanical and
Electrical Engineering) and from 6 study branches were involved in the design process. Three
main topics were recognized as crucial for advanced design of UCEEB-MEB and three events
dedicated to these topics were organized:
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Building, Energy and Environment, Resources and Waste Treatment, Energy Flows in
Buildings;
Architecture, Design and Environmental Quality of Buildings;
Advanced Building Services Systems and Energy in Wider Context.
Fig. 2: Professional workshops (left), students workshops (middle) and final workshop from autumn school term
2013 (right).
The meetings were organized at two levels on every particular topic. Every topic started with
so called “Professional workshop”. It involved several speeches and lectures given by experts
- academics, researchers and professionals, who gave the students an insight to the
contemporary trends in their field of expertise. The second part called “Students workshop”
followed. Students were presenting their ideas from their field of expertise and discussed it
across the technical branches under the mentorship of and professionals and researchers.
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RLLL at the international level – students´ project internship within EURL3A project
The internship at CTU in Prague was held in the period 17th February till 16th May 2014.
Eight students (6 from ZUYD University, 3 from University of Ljubljana) were hosted at
CTU in Prague.
Fig. 3:The first meeting of foreign students who take part in the International Exchange program within
EURL3A in Prague was held on Monday 19th February 2014 and presentation of business partner VUPS (left).
Regular meetings during the internship (middle).Excursion in the timber structure factory (right).
Conclusions
The RLLL concept has shown one possible way how to encourage the transition process
towards a sustainable and Near Zero Emission (NZE) built environment. Efficient education
process in cooperation with latest research results and innovations and with positive feedback
from building practice can force positive changes in the building sector. The envisaged impact
is: (i) more and better educated and trained engineers on relevant technologies and
competencies for the sustainable NZE built environment; (ii) support for enterprises in
developing and innovating products en services to enter this market of tomorrow; (iii) an easy
accessible network of knowledge and research capacity on an European level including an
exchange and mobility program to support business growth; (iv) a contribution in speeding up
the transition to a sustainable NZE built environment with respect for economic growth on a
European level. The RLLL concept can be used also in other technical branches.
Acknowledgment:
The EURL3A project was financially supported by the European Union, projects No. EAC2012-0600 EURL3A - European Real Life Learning Lab Alliance and OP RDI project No.
CZ.1.05/2.1.00/03.0091 – University Centre for Energy Efficient Buildings.
This outcome has been supported by the European Union, OP RDI project No.
CZ.1.05/2.1.00/03.0091 – University Centre for Energy Efficient Buildings (UCEEB).
References
[1]
www.eurl3a.eu (27.5.2014)
[2]
www.ides-edu.eu (27.5.2014)
[3]
www.knowfact-project.eu/ (27.5.2014)
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