“An ‘eco-house’ learning and teaching environment to

facilitate the development of sustainability literacy.”

Developed by Dr Andy Young

Overview of the eco-house project

• “An ‘eco-house’ learning and teaching environment to facilitate the development of sustainability literacy.”

• A context for applying engineering knowledge to analyse the efficiency and effectiveness of renewable energy systems

• Working at a 1/5th scale brings a number of advantages, and challenges

Overview of the eco-house project

• Began in October 2006• In May 2007 we have a working eco-house with

a wide range of renewable energy systems!• Project taken forwards into 2008 and beyond..

To develop a working scale model of an eco-house capable of providing adequate levels of: heat, power, light, and ventilation for the UK environment

Minimise use of resources, utilising local and natural resources where possible, minimising carbon impact and reliance on fossil fuels.

Architectural Design

• Inspired by Jestico and Whiles• House of the Future, in Cardiff,

Wales, UK.• Recreated on a 1/5th scale• 4 person family dwelling

Collaboration between engineers and architects to integrate mechanical and electrical services, and natural ventilation and passive solar heating.

Sponsors

Sustainability• Evaluate and reflect on the impact of decisions• Relate to the values and perspective of others• Apply a systemic, holistic approach to decision-making• Respond creatively and imaginatively to challenges• Providing pragmatic, long term solutions• Bridge the gap between theory and practice• Manage and evaluate the outcomes of change• Engage in self-reflection• Work effectively with others in multi-disciplinary teams

to develop sustainable solutions

• Multidisciplinary team of final year ‘project engineers’ responsible for key systems

• Multidisciplinary teams of masters students doing ‘product development’

• Students encouraged to consider theirstrengths and weaknesses

How the eco-house wasembedded into the curriculum:

Student Working Party

Promoting adoption of professional roles, responsibility, and leadership

How the eco-house wasembedded into the curriculum:

Student Working Party• Multi-disciplinary team• Appreciate the impact of their decisions on the

perspectives of others• Collaborating to develop holistic solutions• Working party responsibilities:

Communicate to developpractical solutions throughinnovation

5. Integration6. Commissioning7. Monitoring

1. Selection2. Development3. Sponsorship4. Building

Multidisciplinarity

• Use of Enquiry Based Learning in a Masters module:– International Product Development– Mechanical , Materials, Control, Electronics, Design engineers +

Management route students, Architecture, Graphic design etc...– Eco-house used as the theme for projects– End of module presentations – ‘best’ incorporated into house

Masters StudentsInternational Product Development using

EBL

Video conferencing in use

Assessment of masters module

• Weekly progress presentations – 2 mins individual (10%)

• Final individual critical reflection – 2000 words (30%)

• Final group presentation (20%)• Final group technical paper - 6 page (40%)