This workshop supports applied, experiential, active, creative, problem-based, interdisciplinary and blended learning.

This workshop works as the active learning element of a flipped classroom. Before doing the workshop, students are assigned pre-class (passive learning) material to study individually. For the purpose of this workshop, students need to know basic principles related to daylight and natural light provision and key rules of thumb for good daylight design. You can find suitable pre-recorded lectures on the topic from the www.arch4change.com website (in the PASSIVE RESILIENCE theme). The ideal material is related to daylight assessment methods and its implications for housing design (you can see suitable reading in the reference section)

The aim is for students to understand different methods to assess and measure daylight and natural light (and in housing the connection with furnishability and adaptability of spaces) and analyse this in the context of their own design projects. The objective is for students to learn how to use suitable tools and modelling software for designing well-daylit spaces through analysing and iterating daylight-related aspects of their design projects.

The workshop uses drawing, reflective discussion (or writing), discussion / workshop, digital analyses, digital modelling, measuring/tools, co-creation, (interdisciplinary approaches) and field work as part of Design studio, and can also be undertaken after a seminar/lecture or a flipped classroom that first introduces daylight principles.

This workshop has two parts, structured as follow: First, the teacher explains the method used to understand and to evaluate daylight to the whole group (on-site measurement for the first part of the workshop and digital modelling for the second one; though they can also be undertaken as two separate workshops. Then, the activity is undertaken by two students (in pairs). The last part consists of a group discussion facilitated by the teacher. For the daylight measuring part, this workshop needs to be face-to-face to ease explanation of on-site measurement and how to use the tools.

Students will need access to their design project (laptop, printouts) and tools to sketch and draw with so working tables in the learning space are needed; pens, paper/overlay roll to be brought by students or provided by teachers. It can also be done in a digital or a rough physical model of (part of) a space. Daylight meters need to be provided by teachers, and students need to install modelling software on their laptops, much of which is freely available (e.g., VELUX, DIALux). A teacher should have knowledge of measuring or modelling daylight.

Suggested timetable for the full workshop:

• Pre-task: students review basic daylight principles which can be found in the PASSIVE RESILIENCE theme in www.arch4change.com – there is a short lecture they watch in advance prior to the workshop (i.e., as flipped classroom).

• On the workshop day: reading and setting the workshop task (5-10 min)- i.e., the detailed info below.

• Part 1: how to conduct on-site daylight measurements (30 min)

• Part 2: undertaking on-site daylight measurement (60 min)

• Part 3: reflections on observations (20 min)

• suggested longer break, e.g., lunch (30–60min)

• Part 4: the role of modelling to understand daylight (30 min)

• Part 5: modelling daylight (50 min)

• Part 6: reflections on potential and limitations for good daylight (20 min)

PART 1 (30 min – as a group)

Teacher explains how to conduct on-site daylight measurements, introducing the daylight meter and how to use it as well as key considerations. Ideally the outdoor conditions are of an overcast sky.

1. Sketch your layout, including furniture, windows, and doors.

2. Draw a grid to map daylight measurements, e.g., starting 500 mm from the walls and separated 1m from each other (see Figure 1).

3. Create a table to write down the measurement from outside and inside (one column each) -see Figure 1.

4. Remember, lights need to be off (we measure daylight factor (DF), the proportion of daylight from outside into the space in overcast sky), and not other light sources.

5. Are there any objects that can affect the measurement? Mirrors, light surfaces, etc. can reflect light and affect the measurement. Make sure you do not shade the light meter with your body, and measure each location at the same height in the room (unless you want to make a sectional daylight map)

6. Two people are needed, one outside and another inside, and both write down the measurement (lux value) at the same time; a phone call can help with the coordination.

7. Calculate DF as per “(outdoor measurement / indoor measurement) x 100”.

8. Connect similar measurement points between each other (see Figure 2).

PART 2 (60 min – in pairs)

1. Student to conduct on-site measurements by applying the explanation in Part 1.

PART 3 (20 min – together with others / other pairs)

Take time to reflect on the key findings, insights and ideas from observing your DF map and experience conducting the on-site measurement. Was there something that surprised you? Did you learn anything new? Discuss.

PART 4 (30 min – as a group)

Teacher explains how to conduct daylight modelling, introducing the free software chosen by the group and how to use it, as well as key considerations. This can also be conducted as a separate workshop, and as a flipped classroom (e.g., DIALux basic course -Tutorials using the software).

1. Define your model (you can use the same room as for the on-site measurement), including furniture, windows, and doors.

2. Check the setting; overcast sky, location, surface reflectance, lights off, etc.

PART 5 (60 min – individually / in pairs)

Student to conduct daylight modelling by applying the explanation in Part 4.

1. Think about the key aspects highlighted in Part 1 and 4; lights off? Reflective objects? Write down your ideas, extract DF map (see figure 3) and discuss with your peer the main potential and challenges.

2. Think about the key aspects highlighted in Part 1 and 4; lights off? Reflective objects? Write down your ideas, extract DF map (see figure 3) and discuss with your peer the main potential and challenges.

The output of the workshop is a physical (sketch) and digital model of one room with an in-depth consideration of daylight, furniture, and window design.

The learning activity itself is not evaluated (i.e., formative assessment), but peer discussion and teacher feedback provide ideas and reflections on the outputs. This task could be considered to support “assessment as learning” (https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/assessment.aspx), where (shared) reflection and (self-)monitoring of students’ design process informs their future goals and aspirations and steers their learning process forward.

Adaptations or refinements:

• It can be adapted to include sunlight principles too and passive heating and cooling (see PASSIVE RESILIENCE theme on www.arch4change.com).

• It can also be adapted to be evaluated.

• Ideally it is included in the learning outcomes and students use knowledge in own design project and can evidence it in their portfolio / design.

Limitations/considerations:

Physical conditions affecting the measurement process, e.g.:

• Outdoor weather conditions, as it should be conducted under overcast sky.

• Furniture distribution in the room.

• Artificial lights that cannot be switched off (e.g., automated lights)

• Reflective objects in the room affecting the measurement.

• Obstructions to windows / outside

Gaps in know-how or materials

• Limited access to equipment or adequate knowledge on using the equipment.

The key learning outcomes for students are:

• to become familiar with good daylight design principles and connection to spatial qualities.

• to learn how to conduct on-site measurement and digital modelling to gain deeper understanding of daylight principles (e.g., reflectance, obstructions) and analyse the application of these principles in one’s own work and

• to apply knowledge about good daylight design principles in improving their own work

For educators, the reflective discussions with students likely help deepen / broaden their own understanding of good daylight design principles, their interconnections and applications in design approaches.

It would be recommended that the facilitator of this workshop is familiar with good daylight design principles, how to conduct on-site measurement, and digital modelling, as this helps the facilitation of the workshop and supporting in-depth application of knowledge. It is recommended that the facilitator (educator) familiarises themselves with the pre-class materials students are being given.