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Adding value to housing through user engagement

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Homes and Communities Agency (HCA)
Homes and Communities Agency (HCA)

This document discusses using building performance evaluation (BPE) and user engagement to add value to sustainable housing through dynamic learning. It provides three examples: 1) A case study of a low impact living community (LILAC) where BPE identified issues like air leaks and highlighted performance variations between homes. Engaging residents helped optimize energy use from photovoltaic panels. 2) Residents had varying skills, interests, and methods for learning about home technologies, from online research to chatting with neighbors. Collective learning through a residents' group or maintenance team can help address this. 3) A housing developer conducted hands-on BPE, solicited resident feedback, and tested different heating controls to create

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BuPESA –Building Performance Evaluation for Sustainable Architecture Dynamic learning: adding value to housing through user engagement Prof. Fionn Stevenson Dr. Magdalena Baborska-Narozny Sheffield School of Architecture
LILAC story • LILAC performing better than neighbouring buildings • e.g heat loss where Blue = cooler surface = less heat loss © The University of Sheffield Photo: M. Narozny
However… • Hidden issues highlighted through BPE • Typical issue are air leaks, poor insulation, poor service installations, poor controls • Multiple ways to learn and improve value - examples © The University of Sheffield Photo: M. Narozny
Electricity use (taken from grid) LILAC common house • Over 4-fold variation between households • Variety of different practices – laundry in Common House © The University of Sheffield kWh/year
PV – power available for each home ≈ 950 W supplied by PVs per dwelling in the moments of favourable weather conditions: around midday on a sunny day = © The University of Sheffield x5 panels
PVs: raising awareness through BPE • No direct access to the roof though maintenance needed – capital savings deferred to revenue costs in the future • Considering permanent roof anchors for future access... • Critical issue for solar panel maintenance and cleaning • Thinking how to optimise energy performance in use © The University of Sheffield Photo: M. Narozny
Load shifting energy use over 24 hours Electricity isn’t always used when it’s generated by PV... 24 hours: Dwelling A PV generation © The University of Sheffield
Adjusting energy uses to optimise PV ... major differences between homes depending on occupancy patterns and other factors ‚...I don’t understand how the PV system works but it makes a tremendous difference.’ Dwelling B Resident 24 hours: Dwelling A24 hours: Dwelling B PV generation © The University of Sheffield
• Regular monitoring of own consumption – one person • using on line resources, manuals or getting professional advice – some people • trial and error & random chatting to neighbours (or maintenance team members) – everyone Demand for home use learning ‘… [learning from] people who have information... but it’s changeable information… you end up with a lot of myths, things that were repeated around…’ © The University of Sheffield Photo: M. Narozny
Home use learning – individual • Varied level of interest in technical side of home use control ‘It’s just such a low priority…’ …but without capacity to control (and interest in) the technology installed: • faults can stay unnoticed • ‘myths’ settle and are not challenged – habits develop Consumer unit wrongly labelled © The University of Sheffield Photo: M. Narozny
Home use learning - collective • Lots of technology related knowledge as well as low impact living tips to share across the development… daylight option‘dark outside’ option Maintenance task team takes ‘…responsibility to ensure that everyone has an understanding of how the houses function,’ and plans to ‘facilitate communication between the uninformed and the people with knowledge…’ Maintenance team member This can work well… © The University of Sheffield Photo: M. Narozny
Action learning implemented • Big ones: MVHR recommissioning, ducting insulated • …and smaller ones too: pipes around hot water tank insulated – less heat loss in winter + less overheating in the summer © The University of Sheffield Photo: M. NaroznyPhoto: M. Narozny
Usability Survey at LILAC • Major differences between households in skills to use controls • Prevailing lack of skills to interact with maintenance controls: gas and water cut off points, fire alarm (apts.)... • Actioned by LILAC collectively Maintenance leaflet issued ! © The University of Sheffield
Saxton residents Facebook group Closed group expanding – 190 members Nov 2014 •support with current home use issues •strategic advice seeking
Collective Learning through Social Media Potential for wider engagement due to significant differences within both case studies in: • energy use • understanding and skills to interact with controls • achieved comfort levels • needs genuine engagement from both sides
Ancion Court TSB BPE – Older users
Adding value to housing through user engagement
Ancion Court – User engagement • How does the heat pump work and how is the building saving energy? • What lessons have been learnt so far from the detailed monitoring project? • Help to choose better heating controls for the future – test out different models and have your say on which ones work best for you. Very hands on housing developer adding value!
Creating value through evaluation and collective learning • Building Performance Evaluation provides baseline • Feedback to design team and residents creates learning loop • Action learning interventions create collective learning • Far greater leverage on value than individualised learning • Improved performance/resilience = improved value © The University of Sheffield
Recommendations for Dynamic Learning to add value • Occupants willing to learn more about technology in the home • BPE needs to become compulsory not optional • Collective learning of home use issues needs to be more structured in housing developments and policy • Collective learning needs to be repeated in order to ‘stick’ • This dynamic learning process builds value in housing © The University of Sheffield
Thank you. © The University of Sheffield Photo: M. Narozny

More Related Content

Adding value to housing through user engagement

  • 1. BuPESA –Building Performance Evaluation for Sustainable Architecture Dynamic learning: adding value to housing through user engagement Prof. Fionn Stevenson Dr. Magdalena Baborska-Narozny Sheffield School of Architecture
  • 2. LILAC story • LILAC performing better than neighbouring buildings • e.g heat loss where Blue = cooler surface = less heat loss © The University of Sheffield Photo: M. Narozny
  • 3. However… • Hidden issues highlighted through BPE • Typical issue are air leaks, poor insulation, poor service installations, poor controls • Multiple ways to learn and improve value - examples © The University of Sheffield Photo: M. Narozny
  • 4. Electricity use (taken from grid) LILAC common house • Over 4-fold variation between households • Variety of different practices – laundry in Common House © The University of Sheffield kWh/year
  • 5. PV – power available for each home ≈ 950 W supplied by PVs per dwelling in the moments of favourable weather conditions: around midday on a sunny day = © The University of Sheffield x5 panels
  • 6. PVs: raising awareness through BPE • No direct access to the roof though maintenance needed – capital savings deferred to revenue costs in the future • Considering permanent roof anchors for future access... • Critical issue for solar panel maintenance and cleaning • Thinking how to optimise energy performance in use © The University of Sheffield Photo: M. Narozny
  • 7. Load shifting energy use over 24 hours Electricity isn’t always used when it’s generated by PV... 24 hours: Dwelling A PV generation © The University of Sheffield
  • 8. Adjusting energy uses to optimise PV ... major differences between homes depending on occupancy patterns and other factors ‚...I don’t understand how the PV system works but it makes a tremendous difference.’ Dwelling B Resident 24 hours: Dwelling A24 hours: Dwelling B PV generation © The University of Sheffield
  • 9. • Regular monitoring of own consumption – one person • using on line resources, manuals or getting professional advice – some people • trial and error & random chatting to neighbours (or maintenance team members) – everyone Demand for home use learning ‘… [learning from] people who have information... but it’s changeable information… you end up with a lot of myths, things that were repeated around…’ © The University of Sheffield Photo: M. Narozny
  • 10. Home use learning – individual • Varied level of interest in technical side of home use control ‘It’s just such a low priority…’ …but without capacity to control (and interest in) the technology installed: • faults can stay unnoticed • ‘myths’ settle and are not challenged – habits develop Consumer unit wrongly labelled © The University of Sheffield Photo: M. Narozny
  • 11. Home use learning - collective • Lots of technology related knowledge as well as low impact living tips to share across the development… daylight option‘dark outside’ option Maintenance task team takes ‘…responsibility to ensure that everyone has an understanding of how the houses function,’ and plans to ‘facilitate communication between the uninformed and the people with knowledge…’ Maintenance team member This can work well… © The University of Sheffield Photo: M. Narozny
  • 12. Action learning implemented • Big ones: MVHR recommissioning, ducting insulated • …and smaller ones too: pipes around hot water tank insulated – less heat loss in winter + less overheating in the summer © The University of Sheffield Photo: M. NaroznyPhoto: M. Narozny
  • 13. Usability Survey at LILAC • Major differences between households in skills to use controls • Prevailing lack of skills to interact with maintenance controls: gas and water cut off points, fire alarm (apts.)... • Actioned by LILAC collectively Maintenance leaflet issued ! © The University of Sheffield
  • 14. Saxton residents Facebook group Closed group expanding – 190 members Nov 2014 •support with current home use issues •strategic advice seeking
  • 15. Collective Learning through Social Media Potential for wider engagement due to significant differences within both case studies in: • energy use • understanding and skills to interact with controls • achieved comfort levels • needs genuine engagement from both sides
  • 16. Ancion Court TSB BPE – Older users
  • 18. Ancion Court – User engagement • How does the heat pump work and how is the building saving energy? • What lessons have been learnt so far from the detailed monitoring project? • Help to choose better heating controls for the future – test out different models and have your say on which ones work best for you. Very hands on housing developer adding value!
  • 19. Creating value through evaluation and collective learning • Building Performance Evaluation provides baseline • Feedback to design team and residents creates learning loop • Action learning interventions create collective learning • Far greater leverage on value than individualised learning • Improved performance/resilience = improved value © The University of Sheffield
  • 20. Recommendations for Dynamic Learning to add value • Occupants willing to learn more about technology in the home • BPE needs to become compulsory not optional • Collective learning of home use issues needs to be more structured in housing developments and policy • Collective learning needs to be repeated in order to ‘stick’ • This dynamic learning process builds value in housing © The University of Sheffield
  • 21. Thank you. © The University of Sheffield Photo: M. Narozny

Editor's Notes

  1. Changeble information needs to be stabilised through BPE and clear guidance
  2. Under and overvantillation issues, commissioning procedures need to be more robust
  3. Due to Bupesa facebook changed from social to action learning You can crop a picture (trim slices from the side, top or bottom) by selecting on the slide the picture that you want to crop, going to the “format” menu, selecting “picture…” and in the “picture” dialog box clicking the “picture” button. This opens the crop options. The preview button allows you to see whether the crop achieves the effect you wanted. (If you have an old version of PowerPoint these controls may be located differently - refer to the PowerPoint Help menu.) Before importing a picture into your presentation save it in a suitable format (eg jpeg) at a resolution of 72 dots per inch if possible. This resolution keeps the size of the picture file small but still displays fine on screen – particularly important if you’re using several pictures, because half a dozen taken on a five megapixel digital camera and imported at full resolution could mean that your presentation is over 20 megabytes in size. This means it will take up unnecessary disk space, will be slow to open and run on many less powerful computers – and will be too big to e-mail.
  4. Policy You can crop a picture (trim slices from the side, top or bottom) by selecting on the slide the picture that you want to crop, going to the “format” menu, selecting “picture…” and in the “picture” dialog box clicking the “picture” button. This opens the crop options. The preview button allows you to see whether the crop achieves the effect you wanted. (If you have an old version of PowerPoint these controls may be located differently - refer to the PowerPoint Help menu.) Before importing a picture into your presentation save it in a suitable format (eg jpeg) at a resolution of 72 dots per inch if possible. This resolution keeps the size of the picture file small but still displays fine on screen – particularly important if you’re using several pictures, because half a dozen taken on a five megapixel digital camera and imported at full resolution could mean that your presentation is over 20 megabytes in size. This means it will take up unnecessary disk space, will be slow to open and run on many less powerful computers – and will be too big to e-mail.
  5. More information: You can crop a picture (trim slices from the side, top or bottom) by selecting on the slide the picture that you want to crop, going to the “format” menu, selecting “picture…” and in the “picture” dialog box clicking the “picture” button. This opens the crop options. The preview button allows you to see whether the crop achieves the effect you wanted. (If you have an old version of PowerPoint these controls may be located differently - refer to the PowerPoint Help menu.) Before importing a picture into your presentation save it in a suitable format (eg jpeg) at a resolution of 72 dots per inch if possible. This resolution keeps the size of the picture file small but still displays fine on screen – particularly important if you’re using several pictures, because half a dozen taken on a five megapixel digital camera and imported at full resolution could mean that your presentation is over 20 megabytes in size. This means it will take up unnecessary disk space, will be slow to open and run on many less powerful computers – and will be too big to e-mail.
  6. More information: You can crop a picture (trim slices from the side, top or bottom) by selecting on the slide the picture that you want to crop, going to the “format” menu, selecting “picture…” and in the “picture” dialog box clicking the “picture” button. This opens the crop options. The preview button allows you to see whether the crop achieves the effect you wanted. (If you have an old version of PowerPoint these controls may be located differently - refer to the PowerPoint Help menu.) Before importing a picture into your presentation save it in a suitable format (eg jpeg) at a resolution of 72 dots per inch if possible. This resolution keeps the size of the picture file small but still displays fine on screen – particularly important if you’re using several pictures, because half a dozen taken on a five megapixel digital camera and imported at full resolution could mean that your presentation is over 20 megabytes in size. This means it will take up unnecessary disk space, will be slow to open and run on many less powerful computers – and will be too big to e-mail.
  7. More information: You can crop a picture (trim slices from the side, top or bottom) by selecting on the slide the picture that you want to crop, going to the “format” menu, selecting “picture…” and in the “picture” dialog box clicking the “picture” button. This opens the crop options. The preview button allows you to see whether the crop achieves the effect you wanted. (If you have an old version of PowerPoint these controls may be located differently - refer to the PowerPoint Help menu.) Before importing a picture into your presentation save it in a suitable format (eg jpeg) at a resolution of 72 dots per inch if possible. This resolution keeps the size of the picture file small but still displays fine on screen – particularly important if you’re using several pictures, because half a dozen taken on a five megapixel digital camera and imported at full resolution could mean that your presentation is over 20 megabytes in size. This means it will take up unnecessary disk space, will be slow to open and run on many less powerful computers – and will be too big to e-mail.