Professional Documents
Culture Documents
(IEE/09/631/SI2.558225)
What is IDES-EDU ?
The IDES-EDU project intends to educate and train both students and professionals in order to form
specialists in the field of multi-disciplinary design of buildings.
This is pursued through various steps:
• Preparation of curricula and training programs (Master and Post-graduate courses) which
reflects the centrality of sustainable requirements in the creation of the built environment,
including new methods of teaching that will equip students and professional to work within
multi-disciplinary and interdependent problem solving framework.
• Exchange and collaboration between the students and the professionals, involved in these
courses to come to a mutual exchange of experience, approach and understanding.
• Certification and accreditation of the courses on national level as well frameworks for European
certification for participants and for buildings designed in multi-disciplinary teams.
• An intelligent dynamic and adaptive teaching portal to make the educational packages available
to graduate students and building professionals in Europe.
• Increasing European awareness, promoting implementation and commitment on Integral
Sustainable Energy Design in the Built environment by promotional campaigns in the building
sector as well as by exchange programmers between universities.
In IDES-EDU 15 renowned educational institutes will full fill this need by developing these curricula
and training programs for MSc and Professionals.
Level in IDES-EDU curriculum: Fundamental educational package
Architectural Quality
Coordinator of the package:
Annemie Wyckmans, NTNU Norwegian University of Science and
Technology, annemie.wyckmans@ntnu.no,
http://www.ntnu.no; http://www.sustainablearchitecture.no
Course description - Aim of the package
Contributors:
•Anne Sigrid Nordby; Department of Architectural Design, History and
Technology, Faculty of Architecture and Fine Art, NTNU Norwegian University of
Science and Technology
Lecture structure
•Scenario exercise
Increasing the lifetime of new & existing buildings
Lifecycle potential: Aim for a long lifetime for each component, as well as for
flexibility and salvage
• Environmentally justifiable
lifetime
• Pay attention to joints and connectors, and provide adequate tolerances for
repeated disassembly and reassembly
High generality
• Use standard dimensions,
modular constructions and a
standard structural grid
Flexible connections
• Use reversible connections for subassemblies, between components and between
building parts
Accessible information
• Provide identification of material and component types
• SITE
• STRUCTURE
• SKIN
• SERVICES
• SPACE PLAN
• STUFF
Site
The geographical setting, the
urban location, & the legally
defined lot
Structure
The foundation & load-bearing elements are
perilous & expensive to change, so people don’t
Structure
Buildings should be really long-
lived. The foundation & main
frame of the building ought to be
built of solid stuff that is capable
of lasting 300 years
Skin
Exterior surfaces change every 20
year or so, to keep up with fashion or
technology, or for wholesale repair
Services
The working guts of a building:
communications, wiring, electrical
systems, plumbing, sprinklers, HVAC
(heating ventilation air conditioning),
escalators & elevators
Layers:
Flexibility:
• able to change the floor plan without disturbing other elements (ventilation,
heating, lighting…)
Stuff
Chairs, desks, phones, pictures, kitchen
appliances, lamps, hair brushes etc
Souls
You could add a seventh ”S”:
human Souls
Preventive maintenance
Introduction
Also, scenarios severely test fond notions that might otherwise get by unchallenged
Part 1
All groups start from the same building, for example a suburban house or mid-centre
office building (it can be an existing building or a virtual one)
Each group starts to imagine the most likely scenario: what would be the official
future of this building? For which purpose is it designed? For how long? (15 minutes)
Then, each group starts to think the unthinkable: the students can top each other in
imagining terrible and delightful things that might happen, exacerbated by crucial
uncertainties – what happens if...?) Each group can think freely for about 30 minutes,
then writes down 2-4 of the most interesting ’unthinkable’ scenarios.
*break*
Part 2
After a short break, each group presents their scenarios (most likely + unthinkables)
to the others
Then, each group works on how the design of the building and its services can
incorporate these scenarios. Which changes need to be made? (45 minutes)
For the final step, groups exchange their proposals with the neighbouring group.
Group A analyses group B’s proposal, etc: what if they got it wrong? What would they
regret not having done? What would they regret locking in? (45 minutes)
Presentation to everyone in the classroom: group A present group B’s proposal, and
critiques it (etc): which scenarios can be incorporated? what are the potential lock-
ins, what did they learn from this exercise?
• Brophy, V. & Lewis, J.O. (2011) A Green Vitruvius – Principles and practice of
sustainable architectural design. London: Earthscan (pages 86 – 87).
• Lawson, Bryan (2006) How designers think. The design process demystified.
• Sassi P. (2006) Strategies for sustainable architecture. Oxon: Taylor & Francis
(pages 149 – 157).
Additional reference literature