report title: train the trainer implementation - … · roadmap, the need for a foundation energy...

QualiBuild IEE/12/BWI/339/SI2.659728

Train the Trainer Implementation Report 1 | P a g e

Energy Training for Construction Workers for Low Energy Buildings

BUILD Up Skills QualiBuild

Report Title: Train the Trainer Implementation

Report No: D3.2 Report Published Date: 20/06/2016

Prepared by: Mark Keyes, Shaun Ferns, Robert Hickey, Richie Ryan, Jonathan Cussen & Douglas Hynes



Disclaimer

The sole responsibility for the content of this document lies with the authors. It does not necessarily

reflect the opinion of the European Union. Neither the EACI nor the European Commission are

responsible for any use that may be made of the information contained therein



TableofContents1 Executive Summary ......................................................................................................................... 4

2 Introduction .................................................................................................................................... 7

3 Course Development ...................................................................................................................... 8

3.1 Course Design ......................................................................................................................... 8

3.2 Pedagogical Exchange ........................................................................................................... 10

3.3 Learner Manual Development .............................................................................................. 11

3.4 Delivery Mode ....................................................................................................................... 13

4 Phase 1 Delivery ............................................................................................................................ 14

4.1 Selection of Participants ....................................................................................................... 14

4.2 Selection of Venues ............................................................................................................... 15

4.3 Delivery Phase ....................................................................................................................... 17

4.4 Outcomes and Lessons Learned ........................................................................................... 20

5 Phase 2 Delivery ............................................................................................................................ 21

5.1 Selection of Participants ....................................................................................................... 21

5.2 Delivery Phase ....................................................................................................................... 21

5.3 Outcomes and Lessons Learned ........................................................................................... 23

6 Conclusions and Recommendations ............................................................................................. 25

Appendix 1 – Certificate in Training in Low Energy Buildings ‐ Module Descriptors ............................ 26

Appendix 2 – Course Delivery Artefacts ............................................................................................... 45

Appendix 3 ‐ Module 4 Survey .............................................................................................................. 12



1 Executive Summary

In 2011, the EU funded project Build UP Skills Ireland (BUSI) was tasked with establishing the extent

of the skills gap in the building sector for achieving 2020 energy saving targets. The broad training

provision for construction workers in Ireland was considered in light of the significant changes to

building standards and the technologies currently being adopted onsite for energy performance. This

resulted in the development of a National Roadmap of actions to address the issue.

The BUSI project concluded that the pace of change in building construction and renovation standard

has not been matched by availability of compatible training provision for the construction workforce.

As a consequence, a gap has developed in the requisite skills and knowledge for onsite

implementation of energy efficiency measures and the integration of renewable energy systems.

Generally, the gap that was identified is one of knowledge rather than skills. However, this knowledge

is fundamental for the successful implementation of low energy buildings. It is important to

understand the mind set of workers who, based on their years of experience, believe that they

already know the ‘right way’ to do their job. Addressing attitudinal change is recognised as being one

of the most challenging outcomes to achieve in training.

The BUSI research also found that the majority of trainers of construction related crafts lacked the

experience and knowledge on the implementation of low energy building. These trainers, by virtue

of the fact that they are physically removed from the industry during this significant period of change,

are largely unaware of the implications for onsite implementation of new energy performance

standards for buildings. This conclusion also highlighted a lack of formal structures for the continuous

professional development (CPD) of trainers involved in the delivery of construction related craft

apprenticeship and associated programmes for construction skills.

A main objective of Build UP Skills QualiBuild is to initiate the key training action identified in the BUSI

Roadmap, the need for a foundation energy course for all building construction workers. In support

of the piloting of this new ‘Foundation Energy Skills’ (FES) programme, it was proposed to develop

and deliver a Train the Trainer programme to up‐skill 100 trainers of construction skills. This

programme would serve the dual purpose of establishing a pool of suitably qualified trainers of FES

for regional delivery and ensure that a significant number of existing trainers of construction craft

apprenticeship were prepared for envisaged future updating of curricula.

A development team was formed at ITB in February 2014 with the objective of designing this Train

the Trainer programme and piloting a delivery for up to 100 trainers. This design and development

process was conducted in tandem with the FES programme in order to align the content and

pedagogical approach. The team also travelled Douai, Northern France in May 2014 for a pedagogical

exchange with Build UP Skills counterparts from France and Luxembourg. This further informed the

design and pedagogical approach of the programme.

This process resulted in the validation of a 4 module Special Purpose Award at NFQ Level 7 (20 ECTS

Credits) in May 2014. The programme was designed to adopt a blended learning format incorporating

a ‘flipped classroom’ approach where participants were provided with course content upfront in the

form of comprehensive learner manuals for each module. Activities were then designed to engage



learners with each manual ahead of workshops and site visits where active learning and group work

were emphasised.

Phase 1 of the course delivery commenced in October 2014 with 2 training groups, one based in

Dublin (IT Blanchardstown) and another in Sligo (IT Sligo) with 55 registered participants. Workshops

and site visits were scheduled for each module sequentially, one a month in November, December

2014 and January and February 2015. For the first 3 modules, a site visit was incorporated to follow

each workshop day as appropriate to the module subject matter, including surveys of existing

dwellings for simulated Building Energy Rating (BER) surveys, visit to a bespoke energy training facility

at Ecological Building Systems1 and to Cloughjordan Eco‐village in North Tipperary2.

Figure 1.1: Programme Structure

A further phase of delivery with 32 participants was conducted from September 2015 to March 2016,

with an additional group based in Dublin and another in Cork (Cork Institute of Technology) to cater

for demand in the south of the country. Based on feedback from Phase 1, the delivery schedule was

adapted to allow for an extra week between workshops, providing extra time for completion of

assignments and engagement with following module content. It was also decided to schedule

workshops and site visits on consecutive days adjacent to weekends, in consideration of participants

travelling significant distances to attend.

Participants on the programme ranged from lecturing staff of a number of Institutes of Technology,

teachers and trainers from the Education and Training Board (ETB) sector and a number of trainers

from private training organisations. Retention was affected in some cases by the time demands on

trainers in full‐time employment and a lack of opportunity to obtain cover for teaching hours.

Participation was also impacted by the relatively low numbers of trainers currently employed in

1 http://www.ecologicalbuildingsystems.com/Ireland 2 http://www.thevillage.ie/



provision of apprenticeship training in the construction trades, following severe downturns in

employment in the sector since 2007.

Feedback from participants of the programme was unanimously positive, particularly with regard to

the group work and activities incorporated in the delivery and the standard of the learner manuals

provided. However, recruitment and retention of participants on the programme was certainly

affected by a lack of value associated with the qualification. In the absence of a formal CPD framework

for trainers of construction skills, and a perceived lack of opportunity for trainers of construction‐

related programmes, demand for the programme is likely to remain relatively low.



2 Introduction

The QualiBuild Train the Trainer programme was identified in the BUSI Roadmap (2012) as one of the

key training actions necessary to address skills and knowledge deficits in the construction sector. BUSI

concluded that any national scale efforts to train the existing workforce would require a pool of

suitably up‐skilled trainers equipped with the relevant technical knowledge of the subject and the

pedagogical skills appropriate for achieving the course objectives.

This report outlines the process of the design, development and delivery of the programme over the

period February 2014 to May 2016. This includes detail of how the development was informed by

consultation with the FES team at LIT and a pedagogical exchange visit to Douai in Northern France

in May 2014.

The report also presents some reflections from the delivery of the programme over the two phases

of delivery. Finally, a number of conclusions are presented along with recommendations for future

delivery and/or integration of the programme into the professional development of trainers of

construction‐related programmes.

Figure 2.1: ITB Train the Trainer team with Dublin training group in 2015



3 Course Development

The development of the QualiBuild Train the Trainer programme began at the outset of the QualiBuild

project in November 2013. An initial project meeting with Limerick Institute of Technology (LIT),

QualiBuild coordinators, agreed that preliminary work would commence as soon as staff were

assigned at ITB. As LIT were tasked with the development of the Foundation Energy Skills (FES)

programme, it was agreed at the earliest stages that consistency between the course materials for

both programmes was logical and appropriate. A Guiding Principles Document for the FES

programme was developed by LIT in early 2015 and this informed initial design of the Train the Trainer

programme. This approach allowed development of both programmes to continue in parallel, with

progress reports and consultation informing the decision‐making process.

In mid‐November 2013, ITB established the programme development team to work on the Train the

Trainer programme. A decision was made to engage staff who were experienced in the delivery of

construction craft apprenticeship and/or courses relating to sustainable construction. The team

selected included lecturers with backgrounds in the crafts of Carpentry & Joinery, Brick & Stone

Laying, Plumbing and Electrical, i.e. a combination of competences from building fabric and building

services trades. The work of the team was led by the ITB Work Package coordinator with oversight

and quality assurance provided by the Head of Department of Engineering.

3.1 Course Design

Initial team meetings focussed on clarification of the course structure and guiding principles which

would direct the development process. The outline of the programme, as established at the project

application stage, was discussed and refined. The structure proposed was modelled on existing

training and education programmes available at the National University of Ireland Galway (NUIG).

These programmes had been originally set up in cooperation with FÁS (the then national training and

employment authority with responsibility for craft apprenticeship) to provide formal pedagogical

qualifications ranging from foundation to Masters level for their instructors.

The NUIG programmes were designed to incorporate a blended learning approach to delivery, in

recognition of the full‐time employment status of FÁS trainers. Each year of the programme would

typically cover 5 – 6 modules which would run sequentially, approximately one module a month, from

September of each academic year. A learner manual containing all relevant course materials is made

available to students 3 ‐ 4 weeks ahead of a module workshop. The workshop for each module is then

scheduled on alternate dates at three separate venues located in regional centres to maximise access

opportunity.

It was agreed, in light of the similarities in the target cohort for the programme, that a similar model

would be adopted for the QualiBuild programme. This approach would require a significant upfront

investment of time in order to develop the final course content in the form of learner manuals for

the four modules in the programme.

The number of modules and topics covered under the Train the Trainer programme were informed

by the FES guiding principles and the need to prepare for the specific delivery methods to be adopted

for FES, leading to the following conclusions:



As it had been identified in the BUSI project that the target trainers generally lacked

awareness of a change in emphasis toward energy performance of buildings, an initial

module would be required to familiarise them with this context.

Trainers need to improve their technical knowledge of low energy building principles and

technologies. It was agreed that this should align with the fundamental principles of low

energy buildings, i.e. reducing the demand for energy by minimising heat transfer through

the building envelope and, once this is achieved, maximise the efficiency of installed systems

for space heating/cooling, hot water provision and lighting.

As a major challenge for the FES programme is the need to address both knowledge and

attitudes of building construction workers, a pedagogical module focussing on these learning

objectives would be necessary.

The structure of the programme and the rationale for the choice and sequence of the modules is

illustrated in Figure 3.1.

Figure 3.1: Course Structure of QualiBuild Train the Trainer Programme

Module 4 ‐ Pedagogical Approaches

Training for knowledge and attitudinal change

Module 3 ‐ Building Services

Optimising systems for heating and lighting

Module 2 ‐ Building Fabric

Reducing energy demand

Module 1 ‐ Building for Energy Performance

The context of demand for low energy buildings

Why this

training is

needed

What this

training

needs to

cover

How this

training is

to be

delivered



3.2 Pedagogical Exchange

It was proposed in the Work Package description to complete a pedagogical exchange visit to inform

best practice in the design and development of the Train the Trainer programme and the piloting of

FES. Contacts were made, through the project coordinator, at the EU exchange meeting in Brussels in

November 2013. Two possibilities were identified, one in France and another in the Netherlands, and

both were approached to invite interest.

The ADEME organisation in France responded with a proposal that was deemed to be most

appropriate. They offered a three‐day itinerary with an invite extended to Build UP Skills project

counterparts from Luxembourg to further enrich the exchange.

The 5‐person Train the Trainer programme development team from ITB participated in the visit in May

2014. The exchange consisted of a number of presentations on the progress of Build UP Skills

initiatives in the three countries and visits to the ADEME PRAXIBAT facility, where practical training on

air tightness is conducted for construction workers (Figure 3.2).

Figure 3.2: ITB Train the Trainer team at PRAXIBAT facilities, Douai, Northern France in May 2014

The views expressed in France with regard to the characteristics of construction workers and how they

best learn were found to be largely consistent with the Irish experience from craft apprenticeship

training. It would be true, therefore, to say that this pedagogical exchange reinforced the decisions

that had been made in the early development of the Train the Trainer and FES principles rather than

influence any new direction. However, it was very useful to observe a well‐established programme

and its operation, particularly one that had been evaluated and revised to take into account lessons

learned.

On return from France, a meeting was scheduled in Dublin to allow the ITB development team to share

the learnings from the pedagogical exchange with LIT. This was an important opportunity to inform



strategy for both the FES and Train the Trainer programme development. Discussion centred on the

preferences of construction workers for hands‐on practical training and their predominantly visual

learning styles. This resulted in agreement on some fundamental principles as follows:

A traditional classroom mode of training, which predominantly focuses on PowerPoint

presentations to teach technical knowledge, would not be appropriate for the target cohort

or learning objectives of the FES programme

The training should focus on active participation and group work which maximises

engagement and enhances the possibility of general acceptance of low energy building

principles. The use of some PRAXIBAT approaches, such as an exercise where participant’s

complete construction details by overlaying acetate sheets, were considered to be an

excellent example of a group activity which is hands‐on

Construction workers are predominantly visual learners. As a result, images and graphical

examples should be used to introduce concepts and reinforce learning of best practice low

energy building techniques

Delivery of the training should preferably be to mixed groups of trades and disciplines,

facilitating constructive discourse around the importance of collaboration onsite

Some element of practical training or demonstration on low energy building techniques would

be essential to achieve the desired learning outcomes. It was agreed that air tightness in

buildings would be an appropriate ‘common denominator’ for this part of the training as it

can be related to the activities of all building workers

3.3 Learner Manual Development

Following a blended learning approach, similar to the NUIG model, required the development of a

learner manual for each of the programme modules. The approach taken to this task was informed by

reference to the existing NUIG manuals and research into best practice methods. From this, a set of

guiding principles were adopted as follows:

1. Select a style and format to ensure consistency

2. Ensure that the manual is easy to read, consistent in tone and style

3. Chunk material into short, logically sequenced sections;

a. Introduce concept/idea and present learning outcomes

b. Explain concept/idea

c. Provide examples relevant to the learner

d. Summarise the key points before transition to next topic

4. Connect sections with transitions



5. Leave white spaces between chunks of information to create logical groupings

6. Highlight key learning points

7. Use images to enhance written explanations and break up text

8. Use bullets to offset text and highlight important information

9. Create a visually appealing manual which is easy to navigate for the learner

10. Provide opportunity for practice and feedback

11. Provide links to further reading/additional information

To refine these principles, particular consideration was given to the profiling of the target learners. It

was acknowledged that learners from a craft/construction background are predominantly visual and

kinaesthetic in their learning preferences, i.e. they mostly learn by seeing and doing. This conclusion

further reinforced the importance of using images and real‐world examples to explain concepts and

enhance learning. The use of cartoons was adopted as a device to add some humour to the subject

matter, lightening the tone of the manual.

For each module, a structure was developed to divide the content into units and sections, sequenced

to provide for progression of learning from basic concepts to more advanced levels (see Figure 3.3 for

example of Module 1 structure)

Figure 3.3: Module 1 – Building for Energy Performance

The development of the module learner manuals proved to be the most demanding and challenging

task of the Train the Trainer programme. It necessitated the finalisation of course content for each

module upfront, presented in a format appropriate to the level and learning preferences of the target

course participant. While there was adequate information, policy documents and online material

readily available relevant to the learning outcomes for the programme, the task of collecting,

sequencing and refining this information into a suitable format was onerous.



Figure 3.4: Train the Trainer Learner Manuals

As manuals needed to be circulated to participants 3‐4 weeks ahead of module workshops, this

required final drafts to be forwarded to printers from September 2014. A quality assurance process of

internal peer review and circulation to project partners for comment and feedback was followed. The

time involved in this made meeting of deadlines particularly challenging. The result was that manuals

were completed and printed one at a time between September 2014 and January 2015 to make them

available to learners on schedule prior to workshops. This inevitably led to an overlap between

development and delivery of the programme, further stretching the resources allocated to the work

package.

3.4 Delivery Mode

It was agreed that the NUIG model of blended delivery, with a workshop day for each module, would

be most suitable for the programme. The workshops were designed to focus on ‘active participation’

and ‘peer learning’ through a range of activities based on the learner manual content. This is

effectively a flipped classroom approach, with course content provided to learners ahead of

workshops to facilitate independent learning. Pre‐workshop activities were also included as part of

the course assessment, in order to encourage at least some specific engagement with the course

content ahead of each training day.

In light of conclusions reached with regard to the learning styles of the target cohort, it was decided

to add a second day of directed learning to each module. For Modules 1, 2 and 3, this was to involve

site visits relevant to the subject matter which would provide an opportunity for observation of

practical applications of the learning from workshops and real context. For the final pedagogical

module, an additional workshop day was included to accommodate in‐class presentation which

constituted part of the course assessment.


4 Phase 1 Delivery

4.1 Selection of Participants

As the main target group for the programme were trainers of construction related craft

apprenticeship, the Institutes of Technology (IoTs) and Education and Training Board (ETBs) were

prioritised for the recruitment of participants.

Communications were focussed on the IoTs active in apprenticeship training. An email was circulated

to these organisations in June 2014 providing an overview of the QualiBuild programme and the online

application process. Individual heads of department were also contacted directly at a number of IoTs

where there was an established interest in training in the field of low energy buildings. These direct

communications proved to be most fruitful for engaging interest leading to applications. In one such

case, Institute of Technology Sligo (IT Sligo), who had a recently developed sustainable building degree

programme, identified the QualiBuild training as an ideal means of accessing continuing professional

development for a number of their staff.

Interest from the Education and Training Board (ETB) sector was significantly lower. The main reason

for this was a difficulty in identifying a communications channel to the relevant providers of

apprenticeship training in the ETB sector. This was a legacy of the dissolution of FÁS, the national

training and employment agency up to 2014, and the restructuring of responsibility for apprenticeship

between SOLAS and the ETBs (see QualiBuild CPD System Proposal for more detail). This issue was

somewhat addressed in September/October 2014 with assistance from the SOLAS representative on

the QualiBuild Steering Committee. However, this proved to be too late for the recruitment process

for Phase 1 as participants were registered in early October.

There was some success achieved through direct contact with ETB Ballyfermot Training Centre. This

centre was known to be active in the development and delivery of training courses in domestic

thermal insulation, air tightness and sustainable construction. When approached, they showed a keen

interest in the programme. Three of their staff members participated on Phase 1.

A decision was made at a project partners meeting in June 2014 to extend the offer of places on the

programme to private training providers. This was in acknowledgement of the existence of a number

of high quality training facilities and courses developed by companies supplying low energy building

products/systems to the construction industry. The Irish Green Building Council (IGBC), as the

QualiBuild partner responsible for communications, promoted the Train the Trainer programme

through the project website and directly to members, some of whom were involved in training

provision. This resulted in a number of participants on the programme from the private training sector.

This involvement, in some cases, had the additional benefit of developing relationships with

companies that were willing to offer their training facilities to support both Train the Trainer site visits

and FES training.

As of late September 2014, approximately 55 eligible applications had been received. This was

significantly lower than the target of 100 trainers. A decision was made to split the delivery into two

phases. Phase 1 would commence, as originally scheduled, in October 2014 and Phase 2 was planned

for September 2015. This would effectively allow time for further promotion of the programme in the

hope of achieving target numbers.


The recruitment process did highlight the effect of the unprecedented downturn in the construction

industry and associated low numbers in apprenticeship training. Feedback from a number of training

providers in the IoT and ETB sectors indicated that significant numbers of staff formerly employed in

training of construction skills had either retired or had been redeployed to other areas within their

organisations. It also appears that many of the remaining staff were sceptical as to potential future

opportunities for training in the construction area.

Another barrier to participation was an apparent lack of awareness of the relevance of the QualiBuild

programme to individuals or their organisations. As previously mentioned, training providers who had

already identified a training need in the low energy building field were the most engaged.

4.2 Selection of Venues

While the applications for the programme were from a regional spread, both Dublin and Sligo emerged

as having the greatest geographical concentrations of numbers. The original plan for the delivery

anticipated four centres, two in the Dublin region and one each in the southwest and northwest of

Ireland. Demand for Phase 1 justified locating two groups in Dublin and one in Sligo. With the strong

interest from staff of IT Sligo, their Head of Department of Civil Engineering & Construction agreed to

make rooms and facilities available there to host training.

Confirming site visits was the main challenge for this programme as logistically it was difficult to

identify venues which were sufficiently appropriate to the programme learning outcomes while being

located conveniently to both Dublin and Sligo. It was decided by the programme development team

that site visits for Module 4 were inappropriate and, as an alternative, an additional workshop day

would be utilised to accommodate in‐class presentations. This approach was deemed to be more

consistent with a module on pedagogy and course delivery.

This resulted in 3 site visit days for the programme as follows:

Module 1 – Building for Energy Performance

For Module 1, the Dwelling Energy Assessment Procedure (DEAP) software, which is used to calculate

Building Energy Rating (BER) in Ireland, was considered to be a good introduction for learners to low

energy buildings. The procedure includes for calculation of building envelope performance and

efficiency of systems for space heating, water heating and lighting. On this basis, a part of the

assignment for the module included a mock BER assessment. To this end, the site visit selected for the

module was a visit to a dwelling in the locality to accompany a registered BER assessor through the

process of surveying a property for assessment purposes. Each participant would collect the relevant

information on the property and would return to a computer lab at the main training venue to input

the information to DEAP with guidance provided by the BER assessor.

For the Dublin groups based at ITB, a local authority property was made available for both visits

through contacts at Fingal County Council (see Figure 4.1). At IT Sligo, a property was identified

through staff members. For all of these visits, a bus was hired to transport participants from the main

training venue to the property. A return journey was then made in the afternoon and, following lunch

break, a computer lab was made available for use of DEAP software.


Figure 4.1: Train the Trainer group conducting Building Energy Rating survey in Dublin

Module 2 – Building Fabric

For this module, the main purpose was to provide participants with practical examples and

applications of insulation and air tightness materials. Ecological Building Systems were identified as

having state‐of‐the‐art training facilities for the demonstration of products and systems (Figure 4.2).

The company were supportive of the objectives of the QualiBuild project and agreed to make their

facility available for the three visits. Their premises are located in Athboy, Co. Meath, approximately

1 hour by road from ITB and 2 hours 15 minutes from IT Sligo. A bus transfer was organised for the

visits providing return travel from the main training venue for the course participants.

Figure 4.2: Air tightness demonstration at Ecological Building Systems, Athboy


Module 3 – Building Services

This module, due to its broad scope of heating, lighting and renewable technology, proved to be the

most challenging to identify an appropriate and relevant site visit. Following consideration of a limited

number of options, it was considered that a visit to Cloughjordan Eco‐Village in North Tipperary

offered the best possibilities for a visit.

The Eco‐Village is a unique example in Ireland of a sustainable community which employs a

combination of measures such as low energy buildings, district heating and renewable heating

technologies which are particularly relevant to the learning outcomes of Module 3 (see Figure 4.2).

Presentations and tours are available to provide an insight into the design and operation of the Eco‐

Village. The package provided included a presentation, visits to individual houses on the scheme and

catering for each of the days. Bus transfers were also organised from the main training venues for

these visits.

Figure 4.2: Train the Trainer participants receiving overview of a solar array at Cloughjordan Eco‐Village

4.3 Delivery Phase

Induction days for the programme were held at ITB on alternate dates in October 2014. This allowed

for registration of the participants as ITB students. A detailed overview of the programme was

provided and learner manuals were circulated. The final schedule for the programme delivery is shown

in Table 4.1, including dates, group allocation, venue and due date for associated module assignments.


Table 4.1: Certificate in Training in Low Energy Buildings 2014/2015 Final Schedule

Module 1: Building for Energy Performance Description Date Group Venue Assignment Due Workshop 03/11/2014 Dublin 1 ITB 28/11/2014 Workshop 12/11/2014 Sligo IT Sligo 07/12/2014 Workshop 17/11/2014 Dublin 2 ITB 12/12/2014 Site Visit 05/11/2014 Dublin 1 BER Survey 28/11/2014 Site Visit 14/11/2014 Galway/Sligo BER Survey 07/12/2014 Site Visit 19/11/2014 Dublin 2 BER Survey 12/12/2014

Module 2: Building Fabric Description Date Group Venue Assignment Due Workshop 01/12/2014 Dublin 1 ITB 05/01/2015 Workshop 10/12/2014 Sligo IT Sligo 14/01/2015 Workshop 15/12/2014 Dublin 2 ITB 19/01/2015 Site Visit 03/12/2014 Dublin 1 Ecological 05/01/2015 Site Visit 12/12/2014 Sligo Ecological 14/01/2015 Site Visit 17/12/2014 Dublin 2 Ecological 19/01/2015

Module 3: Building Services Description Date Group Venue Assignment Due Workshop 12/01/2015 Dublin 1 ITB 09/02/2015 Workshop 21/01/2015 Sligo IT Sligo 18/02/2015 Workshop 26/01/2015 Dublin 2 ITB 23/02/2015 Site Visit 14/01/2015 Dublin 1 Cloughjordan 09/02/2015 Site Visit 23/01/2015 Sligo Cloughjordan 18/02/2015 Site Visit 28/01/2015 Dublin 2 Cloughjordan 23/02/2015

Module 4: Pedagogical Approaches to Course Delivery Description Date Group Venue Assignment Due Workshop 1 09/02/2015 Dublin 1 ITB 08/03/2015 Workshop 1 13/02/2015 Sligo IT Sligo 17/03/2015 Workshop 1 23/02/2015 Dublin 2 ITB 22/03/2015 Workshop 2 11/02/2015 Dublin 1 ITB 08/03/2015 Workshop 2 20/02/2015 Galway/Sligo IT Sligo 17/03/2015 Workshop 2 25/02/2015 Dublin 2 ITB 22/03/2015

Following a ‘flipped classroom’ approach to delivery, the focus was on learners engaging with course

content via the learner manuals ahead of module workshops. To this end, online pre‐workshop

activities were developed requiring participants to review a section/s of the manual and post

commentaries. The workshops were then primarily focussed on group work activities that promoted

active participation and peer learning. To facilitate this level of activity in‐classroom, and in recognition

of the ‘pilot’ status of the programme, each module was facilitated jointly by two lecturers.

This ‘active participation’ approach to the delivery led to a dynamic learning environment with rich

discussions and interactions between participants from different backgrounds and areas of expertise


(Figure 4.3). Feedback on this format was very positive and the learner manuals were particularly well

received, with many from a background in formal education acknowledging the quality of the course

materials.

Figure 4.3: Train the Trainer participants engaged in group work activities

In acknowledgement of the importance of having an industry perspective included in the learning

experience, guest speakers were invited to present at module workshops as follows:

Module 1: Paul Martin, Technical Standards Development Programme Manager for

Sustainable Energy Authority of Ireland (SEAI) presented on the experiences from

implementation of grant assisted programmes for energy retrofit of existing buildings.

Module 2: Joseph Little, Architect and low energy building consultant presented onsite

experiences from the implementation of high performance building envelopes.

Module 3: Maurice Falvey, owner at NILAN Ireland LTD, presented on the challenges of

designing and implementing high efficiency heating and ventilation systems in Passive House

and other low energy buildings.

There were a number of initial drop‐outs both before and after the first module workshop.

Approximately 10 participants withdrew during this period, mainly citing work commitments and

inability to find appropriate cover for classes within their own organisations. In some instances,

participation was affected by a realisation of the level of workload involved in the module

assignments.


4.4 Outcomes and Lessons Learned

While there was unanimously positive feedback on course materials and delivery philosophy, there

were still a number of issues highlighted with the Phase 1 delivery. Of the 55 participants that

registered initially, only 44 remained engaged for the duration of the programme. From this, 29

students submitted all assignments and were successful in achieving the award.

Responses given in feedback and evaluations indicated that early withdrawals were mainly a result of

individuals being unable to acquire cover for teaching duties within their organisations. Verbal

feedback was received from a smaller number that the level of workload involved exceeded their

initial expectations. For participants that stayed engaged on the course but did not achieve the award,

the reason recorded in all cases was non‐submission of some module assignments. Many found, with

only a 4‐week period between module workshops that late submission of assignments was leading to

an overlap and a snowball effect on their workload. This led to some falling behind and failing to

submit work for all modules.

From both formal and informal feedback received, many cited this level of overlap between modules

as being very challenging. There were also a number, particularly those who travelled significant

distances to attend training events, expressing a preference for workshops and site visits to be

scheduled on consecutive days either side of weekends. This would allow for overnight

accommodation to be secured, cutting down on travelling time and impact on work life.

In light of the feedback from Phase 1 delivery, the following adjustments were made to the delivery

schedule for Phase 2:

The programme would start a month earlier, facilitating a 5‐week gap between modules and

an extended break over the Christmas period

Stricter guidelines would be enforced around assignment submission deadlines to focus

learners on the importance of avoiding an accumulation of work

Training at both Dublin and Cork venues would be scheduled on Mondays and Tuesdays

consecutively, allowing the possibility for some participants to access overnight

accommodation between training days

The programme team also acknowledged the number of learners who had failed to submit

assignments on Phase 1, missing out on the award. It was decided to offer an opportunity to all of

these candidates to register on Phase 2 as repeat students and submit assignments for assessment.

Anyone who missed entire module training events was offered the opportunity to attend on Phase 2

and complete any outstanding course commitments.

With regard to the logistics of the programme, the strong support from IT Sligo proved to be very

helpful when organising the training events. With a staff member agreeing to act as a contact, it was

possible to channel information and instructions through a single point. This was particularly useful

when identifying a dwelling locally to host a Building Energy Rating (BER) survey.


5 Phase 2 Delivery

5.1 Selection of Participants

Once again, emails were circulated to IoTs active in apprenticeship training notifying of the second

phase of delivery. On this occasion, information was also passed through the ETB network through

contacts made by a project steering committee member. This resulted in greater interest from this

sector, with a mixture of applicants from instructors at ETB training centres and teachers in further

education colleges.

There was a strong interest from Cork Institute of Technology in hosting a training group. This

consequently resulted in seven of their staff applying successfully for the programme which, when

combined with other applications in the region, justified locating a group at CIT.

A total of 34 successful applicants were registered on the programme in September 2015. This

included representation from a number of IoTs (Dundalk, Letterkenny, Cork, Galway/Mayo and

Dublin) along with staff of ETBs (Cork Training Centre, Pearse College, Galway Roscommon ETB, Cavan

Monaghan ETB). For Phase 2, there was also an increase in the number of private trainers with 11

participating. The groups were split, by preference of the individuals, to 21 in Dublin and 13 in Cork.

5.2 Delivery Phase

Induction days for the programme were held at ITB on alternate dates in September 2015. A detailed

overview of the programme was provided and learner manuals were circulated. Participants were

offered the choice of venues ITB and CIT. The final schedule for the programme delivery is shown in

Table 5.1, including dates, group allocation, venue and due date for associated module assignments.

Workshops were held at ITB and CIT following the same flipped classroom format of Phase 1. Once

again, participants engaged in active learning through structured group activities which were

complemented by site visits as per previous delivery.

Industry guest speakers relevant to each module were once again invited to present at each of the

first three module workshops as follows:

Module 1: Paul Martin of SEAI.

Module 2: For the Dublin group Niall Crosson, Senior Technical Engineer at Ecological Building

Systems, distributors of air tightness and insulation products presented on successes and

failures onsite relating to high performance building fabric. In Cork, John Morehead of Wain

Morehead Architects, presented onsite experiences from the implementation of passive

house standard building envelopes.

Module 3: Maurice Falvey, owner at NILAN Ireland, specialising in heating and ventilation

systems for passive house and low energy dwellings.


Table 5.1: Certificate in Training in Low Energy Buildings 2015/2016 Final Schedule

Module 1: Building for Energy Performance Description Date Group Venue Assignments Due Workshop 05/10/2015 Dublin ITB 02/11/2015

Site Visit 06/10/2015 Dublin TBC Workshop 12/10/2015 Cork CIT 09/11/2015

Site Visit 13/10/2015 Cork TBC

Module 2: Building Fabric Description Date Group Venue Assignments Due Workshop 09/11/2015 Dublin ITB 07/12/2015



Module 3: Building Services Description Date Group Venue Assignments Due Workshop 11/01/2016 Dublin ITB 08/02/2016



Module 4: Pedagogical Approaches Description Date Group Venue Assignments Due Workshop 15/02/2016 Dublin ITB 14/03/2016

Workshop 16/02/2016 Dublin ITB Workshop 22/02/2016 Cork CIT 21/03/2016

Workshop 23/02/2016 Cork CIT

There were a number of withdrawals after the first module, two in Cork and another in Dublin. In Cork,

the participants in question cited work commitments and/or inability to find appropriate cover for

classes within their own organisations. A further two participants withdrew subsequently. This was a

somewhat lower dropout rate than experienced in Phase 1 which may, in part, have resulted from the

new schedule for delivery adopted in Phase 2.


5.3 Outcomes and Lessons Learned

Once again, feedback on course materials and delivery approach was very positive. Similar to the

Phase 1 experience with IT Sligo, the relationship with Cork Institute of Technology proved to be

invaluable for the smooth running of the course. Staff there were assisted in securing appropriate

venues for workshops and provided advice on local transport for transfers to site visits. They also

identified a property locally that would be suitable for the BER site visit on Module 1.

CIT also agreed to convert an existing workshop at their Centre of Craft Studies in Bishopstown to

accommodate practical demonstrations of low energy building principles. This was very useful for

facilitating both FES delivery and a site visit day for the Building fabric module of the Train the Trainer

programme (Figure 5.1).

In Dublin, Fingal County Council once again provided access to a suitable dwelling for a BER survey.

Ecological Building Systems made their facility available for the Building Fabric site visit and

Cloughjordan was used again for Module 3.

Figure 5.1: Train the Trainer group at CIT practical demonstration facility in November 2015

Of the 34 originally registered participants, 4 withdrew early in the delivery. Of the remaining students

who continued to engage, 23 successfully submitted all course assessments and achieved the award.

There were also 4 participants from Phase 1 that repeated modules to complete the programme and

achieve certification. In total, the combined number of participants that qualified from both phases

of delivery was 57.

The lecturers for the fourth module on pedagogical approaches conducted a survey with the

participants at the end of the programme. This considered specific feedback on the module and invited

some general reflections on the programme from the participants. The results of this survey are

available in Appendix 3 of this report.

The following are a number of selected quotes from participants who completed the survey:

“I really enjoyed the course and would love to get a chance to deliver it in the future!!”


“Well done on the course it has helped me update myself on modern building techniques”

“more time on technical parts because everyone is not expert in everything”

“I did find the volume of work intense on top of an already full work‐life”

“Too condensed”

“More hands on practical demonstrations with learners being allowed to do the task”

“I gain the most from Module 3 as this is my "weakest" topic”


6 Conclusions and Recommendations

While the programme was generally perceived as a success, the main negative that impacted the

programme was the lower than anticipated levels of participation (up to 125 participants could have

been accommodated). To some extent this may be explained by a lack of awareness at organisational

level of need for training in this area. For example, at IT Sligo the interest in the programme was very

high, largely as a consequence of their involvement in course development and delivery in the field of

sustainable building. The head of department there saw the programme as an ideal opportunity for

continuing professional development for his staff. However, there were other IoTs that were not

represented at all, not even recording a single application.

Aside from this, the other issue that became increasingly apparent was the low numbers of trainers in

both the IoT and ETB sectors that were still active or engaged in construction related training. From

discussions with management in these sectors, it was clear that trainer numbers had reduced

significantly through a combination of non‐renewal of temporary contracts, retirements and

redeployment to other duties. Informal feedback received suggests that many trainers perceive a lack

of opportunity in construction related training.

Much of the relatively low level of interest in the programme can be directly related to a lack of formal

CPD structures for vocational trainers in Ireland. This impacted on uptake for two main reasons. Firstly,

without direction from management or a CPD body, trainers need to identify development needs

themselves based on their own enquiry. Secondly, once an appropriate up‐skilling programme is

identified, staff require support from their employer to facilitate attendance, including organisation

of cover for teaching hours.

It is also reasonable to conclude that the scope of the QualiBuild Train the Trainer programme was

directly affected by this lack of a formal CPD system. Cognisant of the scale and pace of changes to

building regulations for energy performance, the programme was developed as a sufficiently

comprehensive training intervention. This resulted in a relatively intensive programme of study which

may have been beyond the expectations of some participants used to more typically smaller‐scale CPD

type training events.

When considering any potential national scale implementation of the programme, it would be

important to note the logistical difficulties of finding appropriate site visits and practical

demonstration facilities for the teaching of low energy building concepts. The profile of the target

cohort, and nature of the technical learning objectives of the programme, would suggest that these

practical elements are essential to the learning process. For the QualiBuild project, the choice of

delivery centre was notably restricted to venues with access to such facilities. The programme’s

success was in no small part due to the level of cooperation and support from IT Sligo and CIT.

Finally, motivation for participation at individual and organisational level would need to be addressed

to improve uptake of the programme on a wider scale. Without traction for the FES training, and the

added value of a meaningful QualiBuild register of qualified trainers, it would be reasonable to

anticipate that demand for the programme would remain relatively low. Additionally, the time and

effort required of the participants would also suggest that their employers would be important

stakeholders in supporting and encouraging staff participation, up to and including assistance with

cover for teaching duties.


Appendix 1 – Certificate in Training in Low Energy Buildings ‐ Module

Descriptors

Short Title Building for Energy Performance

Full Title Building for Energy Performance

Attendance N/A Discipline Engineering

Coordinator Seamus Hoyne Department Engineering

Official Code NFQ Level 07 ECTS Credit 05

Module Description

The aim of this module is to provide the learner with knowledge of the context for the recent changes in emphasis in the construction sector towards energy performance of buildings, and the significant moves towards low energy and near zero energy buildings. This includes details of changes to building standards related to energy performance that have occurred since 2002 and their implications for the skills required for implementation onsite.

Learning Outcomes

On completion of this module the learner will/should be able to:

1. Discuss the implications of European and International energy policy on building construction and renovation activity in Ireland

2. Outline the profile of energy use in residential and non-residential buildings 3. List and describe the main changes to Irish Building Regulations for energy performance and

ventilation since 2002 4. Outline the main drivers for deployment of energy efficient and renewable energy

technologies in new and existing buildings 5. Identify and input appropriate information to a relevant Energy performance Modelling

Software e.g. Dwelling Energy Assessment Procedure (DEAP) for estimating the energy consumption and CO emissions of a residential building

6. Identify gaps in the knowledge and skills of construction workers in light of technologies being adopted onsite for energy performance of buildings

Teaching and Learning Strategies

Blended learning with 1 day of lectures, 1 day field trip and significant independent learning and engagement with the programme via the VLE.


Assessment Strategies

To test the learners attainment of the learning outcomes through continuous course assessment a mix of continuous assessments will be utilized

Dependencies

Prerequisite Modules

None

Corequisite Modules

None

Incompatible Modules

None

Indicative Syllabus

Energy policy and strategy Global warming and greenhouse gases International climate change agreements EU energy policy for buildings National Energy Efficiency Action Plan National Renewable Energy Action Plan Building Energy Rating Energy use in buildings Ireland’s energy profile Energy use in residential and non-residential sectors Factors affecting energy use in buildings Energy legislation for buildings – Building Control Act and relevant legislation Evolution of Part L, Part F and Part J including:

• Methodology for measurement of energy consumption • Regulations for building fabric • Regulations for building services • Requirements for renewable energy sources

Drivers for building energy performance Performance of existing building stock across age categories, Annual rates of construction activity SEAI grant and incentive schemes for buildings Jobs and skills policy drivers including EU initiatives Energy performance of buildings The challenge of retrofitting existing buildings BER statistics Energy Performance Modelling Software e.g. DEAP Existing VET for building workers Apprenticeship training for construction crafts Non-formal skills training Further education provision on energy skills


CourseWork / Continuous Assessment 100 %

Coursework Assessment Breakdown

Description Outcome Assessed % of Total Assessment Week

Online Blog Activities: learners will be asked torelate their interpretation of module content toimplications for training in their own craft

6 10 To be decided

Written Assignment: Learners will discuss the trends in recent energy policies for buildingsand the resulting changes to buildingstandards in relation to current broad trainingprovision for construction workers

1, 2, 3, 4 50 To be decided

Practical Assignment: Learners will berequired to input building information into theappropriate fields in DEAP software andgenerate a report

5 20 To be decided

Reflective Learning Journal: Learners will beasked to reflect on their learning from themodule manual and assignments in thecontext of their previously held beliefs inrelation to energy performance of buildingsand construction skills

3, 6 20 To be decided

End Exam Assessment Breakdown


Full Time Mode Workload

Type Location Description Hours Frequency Avg Wkly Wrkld

Workshop Classroom Structured lesson 8 Per Module 1

Field Trip To construction sites to observe low energy building practices

Field trip 8 Per Module 1

Independent Learning Not Specified Independent Learning 80 Per Module 10

Total Average Weekly Learner Workload 20.00 Hours


Module Resources

Module Book Resources

Patrick Waterfield (2006), The Energy Efficient Home [ISBN: 1861267797]

Gibson, S. & Johnston, D. (2010) Toward a Zero Energy Home: A Complete Guide to Energy SelfSufficiency at Home, The Taunton Press, USA, April 2010 [ISBN: 978-1-60085-143-8

Module Alternate Book Resources

None

Module Other Resources

Little, J.(2012) Building Fabric Design, Architecture Ireland, Volume 6, 2012 Little, J.(2012) Thermal Bridging – understanding its critical role in energy efficiency, Construct Ireland, Issue 6, Volume 5, March 2011 Little, J.(2009) Breaking the Mould 1 – A study of condensation in single-leaf concrete wall upgrades, Construct Ireland, Issue 6, Volume 4, 2009

Module URL's

European Performance of Buildings Directive 2002: http://www.seai.ie/Your_Building/BER/EPBD/DIRECTIVE_2002_91_EC_OF_THE_EUROPEAN_PARLIAMENT_A

ND_OF_THE_COUNCIL_of_16_December_2002_on_the_energy_performance_of_buildings.pdf

European Performance of Buildings Directive (Recast) 2010: http://www.eceee.org/policy‐areas/buildings/EPBD_Recast/EPBD_recast_19May2010.pdf

National Energy Efficiency Action Plans: http://www.dcenr.gov.ie/energy/energy+efficiency+and+affordability+division/national+energy+efficiency+a

ction+plan.htm National Energy Efficiency Action Plan: http://www.dcenr.gov.ie/NR/rdonlyres/C71495BB‐DB3C‐4FE9‐A7250C094FE19BCA/0/2010NREAP.pdf Building Regulations Technical Guidance Documents: http://www.environ.ie/en/TGD/ Dwelling Energy Assessment Procedure (DEAP) Software: http://www.seai.ie/Your_Building/BER/BER_Assessors/Technical/DEAP/

SEAI Better Energy Homes: http://www.seai.ie/Grants/Better_energy_homes/ SEAI Better Energy Warmer Homes: http://www.seai.ie/Grants/Warmer_Homes_Scheme/


SEAI Better Energy Warmer Homes: http://www.seai.ie/Your_Business/Public_Sector/ SEAI SME Supports:

http://www.seai.ie/Your_Business/SEIs_services_for_SMEs/

Additional Information

None


Short Title Building Fabric

Full Title Building Fabric




Module Description

The aim of this module is to provide the learner with knowledge of the underpinning principles of building fabric technology in low energy buildings and the methods by which its performance is measured

Learning Outcomes

On completion of this module the learner will/should be able to

1. List and describe the modes of heat transfer, laws of thermodynamics and control of heat loss and gains in buildings

2. Outline the principles of air tight construction and identify common air leakage pathways in buildings.

3. Explain the impact of thermal bridging on energy performance in buildings and illustrate good practice examples of detailing to mitigate its effect

4. Outline the methods for calculating the energy performance of the external fabric of a dwelling as described in the current Building Regulations

5. Compare the properties of commonly used building insulation materials/systems and relate to the criteria to be considered in determining their suitability for selection

6. Describe the relationship between ventilation, vapour control, thermal mass and surface /interstitial condensation in building fabric




To test the learners attainment of the learning outcomes through continuous course assessment a mix of continuous assessments will be utilised

Dependencies



None

Corequisite Modules

None


None

Indicative Syllabus

Modes of heat transfer Laws of thermodynamics, Convection, conduction and radiation Heat gain: solar gain and thermal mass Ventilation, air permeability and structural air tightness Thermal comfort and air quality Ventilation v air infiltration Vapour control Common air leakage pathways Materials for air tight construction Accredited Construction Details (ACDs), Wind tightness Units of measurement, testing methods and DEAP Responsibility for the air tight envelope Thermal bridging Implications for heat loss Surface and interstitial condensation Units of measurement and DEAP Types of thermal bridging ACDs and good practice detailing Heat loss calculation Introduction to U-values Conductivity and resistance Values for common building materials U-value calculation – walls, floors and roofs Thermal performance of windows and doors DEAP inputs for fabric calculation

Properties of Insulation Materials Vapour diffusion Density and thermal performance in insulation Categories of insulation Types of insulation Insulation Systems Internal wall dry-lining External wall insulation Pumped wall cavity insulation Timber frame insulation systems Insulation of raised timber ground floors


Solid floor insulation Roof insulation: pitched roof insulated at ceiling, insulated between rafters, flat roof insulation (warm roof, cold roof) High performance windows and doors

CourseWork / Assessment Breakdown




Online Activity: learners will be asked toidentify and describe elements of energyperformance calculations from the TechnicalGuidance Document for Part L of the BuildingRegulations

4 10 To be decided

Case Study: Learners will be provided withdrawings and specifications for an existingdwelling and tasked with analysis andidentifying problem areas for heat loss andproposing solutions

1, 2, 3 50 To be decided

Written Assignment: Learners will be asked to select three types of insulationmaterials/systems and determine theirpotential suitability in terms of moisture control

5, 6 20 To be decided

Reflective Learning Journal: Learners will beasked to reflect on their learning from themodule manual and assignments in thecontext of their previously held beliefs inrelation to the performance of building fabric



Description

Outcome Assessed % of Total Assessment Week





Field Trip Construction site where highperformance building fabricapplications may beobserved

Field trip

8 Per Module 1



Module Resources


Patrick Waterfield (2006), The Energy Efficient Home [ISBN: 1861267797] Gibson, S. & Johnston, D. (2010) Toward a Zero Energy Home: A Complete Guide to Energy SelfSufficiency at Home, The Taunton Press, USA, April 2010 [ISBN: 978-1-60085-143-8


None


Little, J.(2012) Building Fabric Design, Architecture Ireland, Volume 6, 2012 Little, J.(2012) Thermal Bridging – understanding its critical role in energy efficiency, Construct Ireland, Issue 6, Volume 5, March 2011 Little, J.(2009) Breaking the Mould 1 – A study of condensation in single-leaf concrete wall upgrades, Construct Ireland, Issue 6, Volume 4, 2009 SEAI, (2007), Passive Homes: Guidelines for the Design and Construction of Passive House Dwellings in Ireland, available online at: <http://www.seai.ie/Renewables/Renewable_Energy_for_the_Homeowner/SEI_Passive_House_A4.pdf> SEAI, (2009), Retrofitted Passive Homes: Guidelines for Upgrading Existing Dwellings in Ireland to the Passivhaus Standard, available online at: <http://www.seai.ie/Renewables/Renewable_Energy_Library/Retrofit_Passive_House_Guidelines.p df> SEAI, Introduction to DEAP for Professionals, available online at: <http://www.seai.ie/Your_Building/BER/BER_Assessors/Technical/DEAP/Introduction_to_DEAP_for_Professionals.pdf>


Department of Environment (2014). Retrofitting Code of Practice. Dublin, Ireland CIBSE (2006) Environmental Design CIBSE Guide A. ISBN -1-903287-66-9. CIBSE, London. McMullen, R (2007) Environmental Science in Buildings, 6th Edition. ISBN-13: 978-0-2630-52536-8

Module URL's

Building Regulations Technical Guidance Documents: http://www.environ.ie/en/TGD/ Acceptable Construction Details (ACDs): http://www.environ.ie/en/TGD/


None


Short Title Building Services

Full Title Building Services




Module Description

The aim of the module is to provide the learner with knowledge of the factors affecting energy usage and efficiencies for heating, lighting and ventilation systems in buildings. This includes an overview of the renewable technologies that may be deployed as alternative energy sources for heating and electricity.

Learning Outcomes

On completion of this module the learner will/should be able to:

1. Describe the factors affecting energy use for heating, lighting and small power in buildings and describe their impact on energy consumption

2. Outline the main features of common space and water heating systems and list possible measures to improve their energy performance

3. Describe the principles of energy efficient lighting and the relative efficiencies of lamps currently available in the market

4. Outline the principles of renewable energy systems deployed for heating and microgeneration of electricity in buildings

5. Describe techniques for the integration and optimisation of multiple heating systems in dwellings including renewable technologies

6. Outline the main design principles of ventilation system options for dwellings






Dependencies


None

Corequisite Modules

None


None

Indicative Syllabus

Space Heating Factors affecting energy use for space heating Primary and secondary heating systems Types of primary systems Types of secondary heating systems Heating appliance efficiency Heating system efficiency & controls Water Heating Factors affecting energy use for water heating Primary and secondary water heating systems Insulation of storage vessels and pipework Controls

Lighting and Small Power Factors affecting energy use for lighting and small power Lamp efficiency Pumps and Fans

Renewable heating technologies Solar thermal Heat pumps Biomass Integration of systems Advantages and Disadvantages

Micro-generation of electricity Small-scale wind Solar PV CHP and district heating Advantages and Disadvantages Ventilation Systems Ventilation design Air infiltration v ventilation Airborne pollutants Types of ventilation systems - intermittent extract with background ventilators, passive stack, mechanical extract, positive input, mechanical ventilation with heat recovery (MVHR) Commissioning and Testing of Systems





Online Activities: learners will be invited toreflect on a section of the module learnermanual and comment on their interpretationthrough a blog discussion.

1 10 To be decided

Case Study: learners will be provided withdrawings and specifications for the heatingand lighting installations of an existing dwellingand required for analysis of the relativeefficiencies of the installed systems andpropose options for reducing energyconsumption, including renewable energyalternatives

1, 2, 3, 4, 5 50 To be decided

Practical Assignment: learners will be requiredto produce design schematics of ventilation system options and describe the principles oftheir design

6 20 To be decided

Reflective Learning Journal: learners will beasked to reflect on their learning from themodule manual and assignments in thecontext of their previously held beliefs on theeffect of construction/renovation on energyusage for heat and light







Field Trip Construction site deployingrenewable energy systems, district heatingand/or heatingcontrol technology





Module Resources


Patrick Waterfield (2006), The Energy Efficient Home [ISBN: 1861267797] Gibson, S. & Johnston, D. (2010) Toward a Zero Energy Home: A Complete Guide to Energy SelfSufficiency at Home, The Taunton Press, USA, April 2010 [ISBN: 978-1-60085-143-8 Ward, R. (2005) Domestic Central Heating Wiring Systems and Controls, Newnes, Oxford, 2nd Edition, 2005


None


SEAI, Efficient Home Heating – Your Options, available online at: <http://www.seai.ie/Publications/Your_Home_Publications_/Energy_Efficiency/Efficient_Home_Heating_gui de.pdf> SEAI, A Detailed Guide to Home Heating Systems, available online at: <http://www.seai.ie/Archive1/Old_CMS_Sections/Your%20Home/Heat_Energy_Rating_Software/Heating_A_Detailed_Guide.pdf> SEAI, Your Guide to Renewable Energy in the Home, available online at: <http://www.seai.ie/Publications/Your_Home_Publications_/Heating/RE_guide_in_the_home.pdf> SEAI, (2014) Renewable Energy in Ireland 2012, available online at: <http://www.seai.ie/Publications/Statistics_Publications/EPSSU_Publications/Renewable‐Energy‐in‐Ireland2012.pdf> SEAI, (2014) Lighting Controls: A Guide to Energy Efficient and Cost Effective Lighting, available online at: <http://www.seai.ie/Publications/Your_Business_Publications/Technology_Guides/Lighting_Controls.pdf> McMullen, R (2007) Environmental Science in Buildings, 6th Edition. ISBN-13: 978-0-2630-52536-8

Module URL's

Building Regulations Technical Guidance Documents: http://www.environ.ie/en/TGD/ DEHLG, SEAI, (2008) Heating and Domestic Hot Water Systems for dwellings – Achieving compliance with Part L 2008, Available online at: <http://www.environ.ie/en/Publications/DevelopmentandHousing/BuildingStandards/FileDownLoad,18691, en.pdf>


DEHLG, SEAI, (2008) Amendment to Heating and Domestic Hot Water Systems for dwellings – Achieving compliance with Part L 2008, Available online at:

<http://www.environ.ie/en/Publications/DevelopmentandHousing/BuildingStandards/FileDownLoad,18767, en.pdf> SEAI Lighting Guide: <http://www.seai.ie/Power_of_One/Energy_Saving/Lighting/>


None


Short Title Pedagogical Approaches

Full Title Pedagogical Approaches to Course Delivery




Module Description

The aim of this module is to enhance the learner’s current knowledge and skill as a trainer, to facilitate effective delivery of course content in Low Energy Buildings by Blended Learning. It covers techniques in lesson planning and design of activities that accommodate different learning styles geared to enhancing learner participation.

Learning Outcomes

On completion of this module the learner will/should be able to

1. Describe a range of learning styles and outline the factors that affect learner motivation 2. Apply instructional design theory and techniques to develop a lesson plan 3. Describe the stages of group development and their impact on performance 4. Design, implement and manage group learning activities 5. Select the appropriate training methods to achieve different learning objectives 6. Describe the principles and applications of modern learning technologies including computer

presentations, computer-based training, mobile learning (M-learning), multimedia 7. List and describe the principles of and methods of assessment appropriate for different types

of learning outcomes


Blended learning with 1 day of lectures, 1-day field trip and significant independent learning and engagement with the programme via the VLE.



Dependencies



None

Corequisite Modules

None


None

Indicative Syllabus

The Learner and Learning Theory Learning styles Learner motivation Lesson planning Constructivism Problem Based Learning (PBL) Learning in Groups Stages of group development Group performance Characteristics and motivations of individuals in groups Group dynamics Group management Group activities Methods of Delivery Structured lessons Practical demonstrations Discussions Case studies Role-play Distance learning Training aids and materials

Technology in Training Computer presentations Multimedia Computer Based Training (CBT) Computer Managed Training M-learning (mobile learning) Simulation and modelling Assessment Methods Written tests Oral tests Practical tests Methods of assessing attitudes Planning the assessment Administering the assessment





Online Activities: learners will be invited toreflect on a section of the module learnermanual and comment on their interpretationthrough a blog discussion.

1 10 To be decided

Practical Assignment: learners will be requiredto submit a video recording of a group trainingsession which they have planned and hosted


Written Assignment: learners will be taskedwith critiquing their own group session videoagainst the learning and instructional designmodels presented in the module manual

1, 2, 3, 4, 6 20 To be decided

Written Assignment: learners will be requiredto state a learning outcome from a programmethat they are involved with and develop anappropriate sample test including an outline ofthe planning and administration process for itsimplementation

7 20 To be decided

Reflective Learning Journal: learners will beasked to reflect on their learning from themodule manual and assignments in thecontext of their previously held beliefs oneffective instructional design and course delivery methods







Field Trip Visit to atraining centreto observe thedelivery of training in low energy building technology to



construction workers



Module Resources


Gagne, R.M., Wager, W.W., Golas, K.C., & Keller, J.M., (2005). Principles of Instructional Design, 5th Ed. Belmont, CA: Wadsworth/Thomson Learning Honey, P., Mumford, A. (2000), The learning styles helpers guide, Maidenhead: Peter Honey Publications Ltd. Kolb, D. (1984), Experiential learning: experience as the sources of learning and development, Englewood Cliffs, NJ: Prentice Hall REFERENCE TEXTS Salmon, G. (2004), E-tivities – The Key to Active Online Learning, Second Edition, Routledge, London & New York


None


Stark, S., Warne, T., (2006), ‘Connecting‘ the Distance: relational issues for participants in a distance learning programme, Journal of Further and Higher Education, 23:3, pp. 391-402

Module URL's

https://www.goldsmithibs.com/resources/free/Motivation/notes/Summary%20-%20Motivation.pdf http://www.nwlink.com/~donclark/hrd/learning/id/arcs_model.html


None


Appendix 2 – Course Delivery Artefacts

Module 1 ‐ Building for Energy Performance: Learning Activity 1

Energy policy & strategy for low energy buildings

Introduction As part of this learning activity, you will be divided into groups and tasked with conducting a discussion based on pre – arranged questions. You will be required to contribute to the discussion and record the outcomes which are to be presented following the activity.

This task will also provide you with the opportunity to observe some of the behaviors which form the group dynamic during this type of learning activity.

1. Seating arrangements Arrange your seats in such a way so as to allow for ease of communication away from distraction.

2. Appoint a group leader The group leader will be the spokesperson for the group and responsible for coordinating the task by using all of the resources available, most importantly, all other group members.

3. Introduce yourself State your name and provide a very short description as to your background.

4. Read the questions carefully It is important that everyone is clear in relation to the task, so if required, obtain clarification through your group leader at the start.

5. The task The group leader should confirm the task and invite discussion from other group members.

• Try to ensure that all members are actively participating. • Utilise members who may have particular skills relating to the task but avoid allowing

them to dominate the discussion. • It may be prudent to record some notes during the discussion with a view to formalising

responses on the whiteboard provided. • Develop a consensus to each response which should be recorded clearly and legibly

on the whiteboard. • As a team, present your responses to the questions posed and clarify any queries raised

by the class group.


Describe how buildings and construction techniques contribute to global warming.


Outline how the building construction sector can contribute to a reduction in the demand for fossil fuels


Why has the building sector been identified as an area for greater energy efficiency savings potential?


Describe how EU energy policy & directives have contributed to the energy demands of buildings in Ireland?

Activity No 2 Building Regulations for energy Performance

Task

List 6 changes related to the Building Regulations for Energy Performance (Part L) and/or Ventilation (Part F) since 2002. Describe the impact each of these changes have had on how and what students of apprenticeship, construction or engineering related programmes learn.

BER Survey, Co. Dublin

Thermostatic control on the hot water

storage

Magnetic filtration on the central heating

system

Appendix 3 ‐ Module 4 Survey

88%

9%3%

What is your primary reason for taking this module?

to improve my knowledge of pedagogical approaches

its part of the course, but not really interested

My institution sent me

2%

8%

15%

44%

31%

0% 10% 20% 30% 40% 50%

Leaving cert (level 5)

National Craft Certificate (level 6)

bachelor degree (level 7)

Honours Degree (level 8)

Masters (level 9)

What is your highest level of education?

12%

14%

14%

61%

0% 10% 20% 30% 40% 50% 60% 70%

0 ‐3 years

3 ‐6 years

6 ‐ 10 years

more than 10 years

How long have you been involved in training

24%

41%

14%

7%

15%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

I did not receive any teacher training

I have had a short course of less than one‐year duration

I have had a total equivalent of one year

I have had a total equivalent of three years

I have had a total equivalent of more thanthree years

How many years of formal teacher training have you received all together?

12%

46%19%

24%

How would you describe your role?

instructor in a training centre lecturer in IoT or unversity

industry based training other

14

28

14

3

0

5

10

15

20

25

30

30 ‐ 39 40 ‐ 49 50 ‐ 59 60 ‐ 69

Age

92%

8%

Male/Female

Male Female

28%

72%

level of involvement in the classroom activities in this module

somewhat involved enthusiastically involved

1%

47%52%

How much practical knowledge have you gained from this Module

none some practical knowledge a great deal

36%

34%

12%

12%

8%

0% 5% 10% 15% 20% 25% 30% 35% 40%

strongly agree

strongly disagree

The Module 4 objectives were clear

37%

34%

12%

14%

5%

0% 5% 10% 15% 20% 25% 30% 35% 40%

strongly agree

strongly disagree

The Module 4 procedures and assignments support module objectives

32%

27%

20%

14%

8%

0% 5% 10% 15% 20% 25% 30% 35%

strongly agree

strongly disagree

The amount of reading you were asked to do was appropriate

34%

41%

12%

7%

8%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

strongly agree

strongly disagree

The amount of writing or other class work you were asked to do was appropiate

80%

20%

Was the difficulty of Module 4 in line with your expectations?

Yes No

3%

42%

55%

What overall rating would you give Module 4?

average good excellent

What were the best features of Module 4?

The overall response to this question was the presentation activity, the critical and constructive

feedback and the opportunity to improve before marking. It appears that the comments were much

more important coming from their peers as opposed to the instructors.

Individual comments:

observing and learning from my peers

class discussions and feedback from all on course

Group Interaction, knowledge sharing and assistance were greatly appreciated

Presentations

Doing the presentation on Monday and having to up the standard for today

discussion between peers

Instruction from the group

Group interactions and feedback through class based workshops and discussions.

Delivering the power‐point presentation and getting the feedback from my peers. The content

of the module 4 manual I thought was good and it was a pity that LIT didn't have the additional

information for the manual.

Presentations from each individual, it allowed for peer learning in a safe environment.

learning and sharing of knowledge and expertise

Learning to give feedback

Having our presentations critically assessed

0

5

10

15

20

25

30

35

40

Module 1 Module 2 Module 3 Module 4

At the beginning of the Programme which module were you most interested in?

On reflection which module/s of the Programme will be of most benefit to you in the future?

Interaction

Giving presentation

I enjoyed the technology lectures.

Peer to peer review of our 5 min learning experience was very useful for all to get formal

feedback on their skills and also learn from each other with regards to best practices.

The Learning Styles and how you can change your interaction with participants

Learning presentation techniques from peers, interesting discussion of Learning

Looking at other trainer’s delivery styles and approach's

Presentations

Interaction with peers.

class work, presentation

Enthusiastic lecturers

Getting to view other instructional methodology

Less write ups necessary

seeing other delivery styles

Group discussion, preparing presentations, Observing peers' presentations.

Observing and discussing the group’s individual presentation styles.

The in‐class 5 min presentation exercises/assignment as it gave an opportunity to try out

delivery methods in a collaborative environment & also gave fantastic exposure to methods

others are using. The idea to do an unmarked practice run with peer feedback was very

beneficial. It allowed everyone to explore their own strengths and also to explore methods

that might be outside their own 'perceived' comfort zone & you find that you are able to do

things you might not have considered before. It also gave a good opportunity to explore how

to present and receive constructive criticism. It allowed us to stand back & see the bigger

picture & look outside your 'own box'.

Class Interaction / Presentations

Great Lecturers, Great Manual, well researched and presented

Assessment of presentation on day 1

Presentations, group activities, getting and receiving feedback, group discussions

offering a wider and varied understanding if the various ways students can learn relative to

various theorists

The module Manual

The chance to Re‐Present after reflecting

Peer presentations

New knowledge gained from student presentations

Delivery of presentation and comments on delivery by others.

Peer feedback on the various presentations

The presentations and improvements required to present again the next day

Manuals

Group based activities

Class interaction and discussion. Building relationships and improving knowledge

Group work

Rubrics

Peer assessment on presentations

Workshop

Delivery by Instructors

Peer interaction

Group activities and presentation practice

Group learning and discussions and the instructors were really good and made it very

interesting

The links to other research

Interaction and peer review

Delivery styles, manuals

Really enjoyed the interaction

Presentations

Learning presentation techniques

Summative feedback from lecturers and peers on our first attempt at delivering a 5‐minute

lesson/activity with power point

Reviews from peers and lecturers

Power Point Presentation, Evan though it was a bit nerve wrecking.

Where could improvements be made in Module 4?

Individual Comments:

More time to prepare beforehand

maybe have the foundation level material available to view and discuss

Role play in difficult situations would help

more examples on how to deal with students

I think it was fine

manual somewhat mixed together if could be made more clear to understand the review

assignment.no access to FES material

it would be great to have the FES course material and discuss the practical delivery. Not sure

if grading is appropriate for this programme, it may be more constructive to be deemed

successful or unsuccessful.

Time allocations for preparations of coursework, Feedback for various course section from

instructors, better computer access

If there was some of the final course content available to work with, it would have great.

How to Reference properly. Reference time should be done in the first phase/block and

revisited if students are having trouble.

Always stick to briefs given and do not change them on day of class (5‐mins presentation)

Very happy with content

Keep to time for presentations

more time in the computer lab

This could be delivered in 1 day.

Very little scope for improvement!

No improvement required, really an effective way to learn and reflect on teaching style

Have a bigger time gap between day's 1 and 2.

maybe group presentations??

An extra tutorial day, i.e. Saturday

The structure within Moodle left one wondering what was required to be done and when ‐ I

think I have submitted for all that was expected.

make sure everybody sticks to 5 minutes

Less poster making

More time between day 1 and 2 to prepare revised presentation. More direction on how

focused the presentation must be, if one of the tutors gave a sample 5‐minute presentation

to the audience (in a similar way that external experts speak in other modules)

not work on the assumption that as instructors we know that what is Module 4 content. There

was room for content delivery around pedagogical methods. We live to learn to teach....

More time to present or more clarification pre‐module regarding the precise nature of the

presentations

More explanation of 5‐minute time constraint at module 3 when brief issued

Consider a broader range of activity types that might show how the needs of a wide range of

learning styles can be addressed.

On other modules, for those that perhaps the subject was slightly alien, some time was spent

exploring the subject theory in the classroom and workshops. As a student who was least

familiar with the content of Module 4, I would have liked to spend some more time in the

workshops understanding some of theory behind training theories and methods that work

with the type of audience QualiBuild is ultimately aimed at. That is not to say that I didn’t find

the presentation exercises a useful part of the module

Can’t think of any improvements just now. Spread out modules same as for other ones.

Too much time spent on presentations

It could be slightly shorter in terms of delivery time

Repetition of Presentation on day 2 meant engagement was more difficult

Needs more time to develop further.

the workshop days could have been condensed with an opportunity to work on presentations

in lab with access to feedback

Example of Presentation Techniques at the end of Module 3

Stress the importance of the grading value of the presentations

Deep learning not surface. Behavioural change and reinforcement

Module 4 Handbook was very heavy and too much on theory without real world scenarios.

Extent to three days and give input on theory of presentations and methods

The time spent making up a presentation could be better

More classroom based exercises on teaching methods

The class time was appropriately used in this module. There was sufficient time for reflection

and self‐learning as a result of discussion and feedback. The ability to undertake practical

elements in this module with feedback should have been replicated to a greater extent in the

other modules of the programme. Unfortunately, the bonds and relationships that now exist

for open and frank discussion could have been better used if the module was delivered earlier

in the programme

More practical teaching techniques to be shown / learned

More involved in the workshop

Perhaps delivery earlier in the course to enhance the group dynamic.

There should be a clear and unambiguous submission time and date for the pre‐workshop

activity and timely Moodle link for uploading

Increase communication with other participants using twitter maybe.

More time

Maybe increase by a day, to cover more material.

More time needed to act on the feedback from day 1, to give time to making a much improved

5‐minute lesson on day 2.

Can't think of any

Please add any additional comments on the QualiBuild Train the Trainer Programme

Individual comments:

they were all very good but 3 was where I had least experience

overall very worthwhile course, with lecturers very committed!!!!!!!!!!, well done to

all!!!!!!!!!!!!!!!

The instruction staff are an important link in the delivery of the program and they were

consistent and very good

all had benefits for me

I really enjoyed the course and would love to get a chance to deliver it in the future!!

more practical based in some aspects

thanks very much,

Excellent programme, thanks for the work on the modules and the effort put into the

workshops, really appreciated!!

Enjoyed the course, so well done the team in QualiBuild.

very good course. meeting likeminded people, the build‐up of a useful manuals and contacts,

who I can ask for help if needed

Professional delivery in a friendly, helpful environment.

It was well run and organised, the instructors were very helpful, Thanks

All of the modules were excellent and the Lecturers very friendly and interesting ‐ Well Done

to all involved!

Very good

Well done gentlemen, I want to sincerely thank you, for allowing me to avail of this training.

It will, without reservation, allow me to enhance my lectures, in low energy construction. It

also, gives formality, to my existing skills and knowledge, that I have gained over the last

number years. I am already using modules 1‐4 in the delivery of my modules. Again, thank you

so much.

Well done on a fantastic programme.

Thank you a most interesting and worthwhile course. All Lecturers very knowledgeable

interesting people.

Very interesting really enjoyable., Maybe less of a focus on assessment would be welcomed

Well done on the course it has helped me update myself on modern building techniques.

more time on technical parts because everyone is not expert in everything.

It was a well‐run program but extra time needed and extra tutorials are needed

I learned from ALL modules. The level of enthusiasm projected by ALL lecturers was excellent.

Very well run, but again I would comment that feedback is necessary for future assignments

to improve on previous assignments.

Enjoyed modules 1&2. Module 3 was out of my comfort zone. Module 4 was a repeat of

previous pedagogical learning.

Firstly, thank you very much. Overall a very worthwhile course, be it much more intensive

than I foresaw. Class interaction and interaction with lecturers excellent. Subject matter

covered as clear as it could have been within very confined limits of time. I take a lot away

from the course in: My approach to educating, Presentation Skills, Knowledge of Building

Services, Direct connection between European legislation and how we build today and into

the future.

Module 4 felt a little loose in comparison to the other modules. There needed to be more

focus on pedagogy and the delivery of content. There was room for instruction on this. It

became all about our own content delivery which left us inactive participants for a majority of

the time. Consider 3 way split in groups for initial delivery, and mix it up again for final delivery.

This will save time and vary input with differing group dynamic.

Overall learned a great deal, and thanks to everyone involved.

I did find the volume of work intense on top of an already full work‐life, but having said that I

believe the knowledge gained will assist me into the future. I also thought the site visits were

great and really backed up the class activities.

disappointing that FES structure not in place, direction unclear but realise beyond control of

pilot programme

Overall an excellent programme delivered by a resourceful and competent team of tutors who

delivered it with energy ‐ RE of course!

Excellent Course

Too condensed

Less assessment and some more practical demonstrations would enhance (though the reason

for not having them was well explained.)

I found the programme most worthwhile.

Excellent course but too rushed, needs more time to deliver and realise its full potential

Very good course overall. but a lot of information condensed in a short space of time. consider

visual and Kinaesthetic learner and devise more opportunities for hands on and demonstrative

workshops and site visits.

Extremely effective and enjoyable experience

I have a degree in education but I found this Module very useful in terms of remembering best

practice when presenting. The module put the entire course in context of what it is in terms

of awareness and Attitudinal change.

More hands on practical demonstrations with learners being allowed to do the task, such as

fitting airtightness layer and in the fabric envelope. More group/peer interaction and more

contact time than the 8 days.

Provide some actual training for delivery of the module

Group activities not very effective for this module in particular

Opened up some ideas about training and learning. Worried that core reason of being a trainer

for FES will not be realised as this will be kept within closed circle in colleges and among

established trainers.

Good learning environment created by the instructors, calm, fun and open. Excellent

Very good course. It needs to be implemented in each individual course.

Very condensed course. Only now at the last module I get really into enjoying it really.

Time has constrained the practical elements of the programme, but air tightness and thermal

bridging are such important elements of low energy buildings that everyone should be

exposed to this for more time in my view.

Overall excellent Programme beyond expectations

I gain the most from Module 3 as this is my "weakest" topic.

As a craftsman I don’t do training on a daily base and could have done more practical teaching

on the 2days on Module 4

A wonderful programme

Excellent Programme, well delivered.

Good programme with excellent manuals and instructors

Very good Programme, learned a lot, very well presented by excellent instructors

The manual content and quality was very good

The enthusiasm of the lecturers providing the course was excellent and contagious.

Their combined knowledge should be appreciated by their employers.

Very good, very well organised, content and variety of delivery is excellent, Moodle is a

disappointment in terms of communication & opportunities for collaboration ‐ not working

properly.

Overall the QualiBuild Programme was very beneficial for me as a teacher. I would highly

recommend it.