95853 - Environmental Responsive Building Technologies

Learning outcomes

Once completed the course, the student is able to identify the resources of the environmental system that characterize a context. He/she knows the methods and he/she is able to apply optimized practices of intervention methods and techniques for preserving these resources.

Course contents

Contemporary cities can be considered as complex systems subject to dynamic and unpredictable global phenomena, with variable impacts on the built environment.

This is even more true in the case of historic cities, stratified organism of material and immaterial heritage in which users interact at different times and in different ways with the precious and vulnerable context.

The course interprets the historic centers of the European cities as dynamic parts of these, as living laboratories where new models of urban regeneration can be tested, starting from the tangible and intangible cultural heritage. The innovative experimentations of regeneration actions focused, in particular, on public open spaces, whose fruitive and performance value allows - through co-design and participatory decision-making processes - to improve both social inclusion and the competitiveness of the city at international level from one side and the outdoor comfort from the other.

This approach has been successful in fostering alternative interventions in historical contexts, introducing innovative issues into the public debate: from accessibility of heritage (also in terms of digitalization), to greening of public spaces, from the unconventional use of spaces, to the creation of networks of cultural production.

In this context the course deals with the relationship between open spaces and the built environment and investigates the tools for the design of public spaces, considering the contribution of green (and/or blue) infrastructures, materials and morphological solutions in relation to the historical context in which the student will operate and to the objectives of mitigation and adaptation to climate change and to emergency situations, in general.

The city of Bologna is used as the main case study, where students will analyse a system of public spaces and historic buildings and develop integrated environmental design proposals addressing climate adaptation, urban comfort and heritage enhancement.

The course adopts a studio-based learning approach grounded in research-by-design, where theoretical knowledge and design experimentation are continuously integrated.

At the end of the module, students will be able to analyse environmental resources and constraints within complex urban contexts and develop design strategies that integrate environmental technologies, public space design and heritage-sensitive approaches. The learning outcomes are aligned with EQF Level 7 and the Dublin Descriptors.

Knowledge and understanding

Students will acquire an understanding of the relationships between environmental systems, public space and the built environment, with particular attention to historic urban contexts. They will become familiar with the principles of environmentally responsive design and with the role that green, blue and digital infrastructures can play in supporting urban regeneration and climate adaptation. The course also introduces the main theoretical frameworks linking sustainability, technological innovation and cultural heritage.

Applying knowledge and understanding

Students will learn to interpret environmental conditions and translate them into design opportunities. Through the development of an architectural and urban design proposal, they will apply environmental technologies and spatial strategies to improve environmental performance while responding to the historical, social and cultural specificities of the site. Particular attention will be devoted to integrating technological, environmental and spatial considerations within a coherent design process.

Making judgements

Students will develop the ability to critically assess alternative design strategies, evaluating their environmental effectiveness, technical feasibility and compatibility with heritage values. They will also reflect on the broader environmental, social and cultural implications of architectural and urban interventions.

Communication skills

Students will strengthen their ability to communicate design ideas through drawings, diagrams, maps and visual narratives, presenting and discussing their proposals using appropriate disciplinary language during reviews and collective discussions.

Learning skills

Students will develop an autonomous approach to design research by combining theoretical knowledge, environmental analysis and design experimentation. They will also strengthen their ability to work collaboratively within multidisciplinary design teams and to use feedback as part of an iterative design process.

Readings/Bibliography

2020 Leoni G., Boeri A., Longo D., Gianfrate V., Boulanger S.O., Massari M., Roversi R. (a cura di), CULTURAL HERITAGE LEADING URBAN FUTURES. Actions and Innovations from ROCK PROJECT, TU Delft Open Faculty of Architecture and the Built Environement, BK BOOKS TU Delft, ISBN 978-94-6366-417-2.

2020. Pablo Sendra, Richard Sennet, Designing Disorder. Experiments and Disruptions in the City, Verso Books, edition 2020 or 2022.

2022. A. Boeri, Longo D., Orlandi S., Roversi R., Turci G., Community engagement and greening Strategies as enabling practices for inclusive and resilient cities, in International Journal of Environmental Impacts, Vol. X, No. X (2021), pp.1-14, 2022, WIT Press - Print ISSN: 2398-2640 - Online ISSN: 2398-2659

2022. Boeri A., Longo D., Fabbri K., Pretelli M., Bonora A., Boulanger S., Library Indoor microclimate monitoring with and without heating system. A Bologna University Library case study, Journal of Cultural heritage, voll. 53 (2022), pp. 143-153, ISSN 1296-2074.http://dx.doi.org/10.1016/j.culher.2021.11.012

2022. Boeri A., Longo D., Orlandi S., Roversi R., Cultural heritage-led practices for regeneration. Public space as a common good, in Cultural Commons & Urban Dynamics, MUNICH SOCIAL SCIENCE REVIEW, New Series, Volume 5/ 2022, pp. 49-69, ISSN 0170-2521.

2020. Boulanger S., From Smart to Green Cities. A technological path to urban complexity, FrancoAngeli.

2021. Boeri A., Longo D., Palma M., Climate-neutral and smart cities: a European policies’ overwiew, pp.3-14. in WIT Transaction on Ecology and the Environment, 2021,WIT - Print ISSN: 1746-448X Online ISSN: 1743-3541.

2021. Boeri A., Boulanger S.O., Turci G., Pagliula S., Strategie e tecnologie abilitanti per PED misti: efficienza tra smart cities e industria 4.0. Enabling strategies for mixed-used PEDs: energy efficiency between smart cities and Industry 4.0, Techne Journal of Technology for Architecture and Environment n.22 “Transizione circolare e progetto - Circular transition and design“, Firenze University Press, pp. 170-180, ISSN: 2239-0243.

Gianfrate, V., Longo, D. (2017), Urban micro-design. Tecnologie integrate, adattabilità e qualità degli spazi pubblici. Milano: Franco Angeli.

Longo D. , Gianfrate V. , Massari M. (2019), Il Progetto europeo ROCK. La città come laboratorio di conoscenza e innovazione, in: Spazi ed educazione, Canterano (RM), Aracne editrice, pp. 197 - 215 (DIDATTICA E RICERCA)

Teaching methods

 

The course adopts a studio-based learning approach, combining theoretical input with design experimentation throughout the semester. Lectures introduce the main theoretical and methodological frameworks, while seminars and discussions on international case studies provide opportunities to critically explore contemporary approaches to environmental design, public space and urban regeneration.

The design studio represents the core of the learning experience. Working individually and in small collaborative groups, students progressively develop an architectural and urban design proposal through analytical investigations, design exploration and continuous discussion with lecturers and teaching assistants. Intermediate design reviews provide formative feedback, encouraging students to refine their proposals through an iterative design process. Although collaboration is an essential component of the studio, individual contributions remain clearly identifiable and are taken into account in the final assessment.

The course follows a research-by-design methodology, in which analytical investigation, critical reflection and design experimentation are developed in parallel, allowing students to use the design process as a tool for knowledge production as well as problem solving.

Teaching activities are generally organised according to two complementary formats:

• Type A weeks, dedicated to lectures, seminars and theoretical inputs.
• Type B weeks, dedicated to studio work, design development and tutoring sessions.

Course structure

The course is organised as a progressive design process articulated into three consecutive Actions, followed by the final examination. This structure aligns learning outcomes, teaching activities and assessment, allowing students to progressively develop analytical, critical and design skills.

Action 1 – Context Exploration and Environmental Analysis focuses on understanding the selected urban context in Bologna through the analysis of its spatial, environmental, microclimatic and social characteristics. Students produce analytical maps, diagrams and interpretative materials that provide the basis for subsequent design work.

Action 2 – Environmental Design Strategies is dedicated to the development of preliminary design concepts addressing environmental performance, public space quality and climate-responsive interventions. Through continuous studio work and intermediate reviews, students translate their analyses into coherent environmental and spatial strategies.

Action 3 – Integrated Environmental Design Proposal culminates in the development of a comprehensive architectural and urban design proposal. Students integrate environmental technologies, spatial design and heritage-sensitive approaches into a coherent project supported by drawings, diagrams and visual narratives.

Throughout the semester, intermediate studio reviews accompany each phase of the design process. These reviews provide formative feedback from lecturers, tutors and peers, encouraging critical reflection, iterative design development and collaborative learning.

The course follows the principles of constructive alignment, ensuring coherence between intended learning outcomes, teaching activities, project development and assessment criteria.

Assessment methods

The final examination consists of an individual oral discussion based on the group project developed throughout the course. During the examination, each student presents and critically discusses the analytical work carried out during the three Actions, the environmental strategies and technological solutions adopted, and the theoretical references supporting the design proposal.

Although the project is developed collaboratively, each student is required to demonstrate an identifiable individual contribution and a critical understanding of the project as a whole.

The final mark is expressed on a 30-point scale and reflects the overall quality of the student's work. Assessment considers the coherence and quality of the design proposal, including the effectiveness of its graphic and visual representation; the ability to integrate environmental strategies, technological solutions and spatial design in response to the characteristics of the site; and the capacity to support design choices through appropriate theoretical references, critical reflection and the correct use of disciplinary terminology.

Active participation in lectures, studio activities, tutoring sessions and design reviews is also taken into account as part of the overall evaluation.

 

Students with specific learning disabilities (SLD), temporary or permanent disabilities are encouraged to contact the University's dedicated support office well in advance: https://site.unibo.it/studenti-con-disabilita-e-dsa/it .

The office will propose any appropriate accommodations, which must be submitted to the course instructor at least 15 days in advance for approval. The instructor will assess their suitability in relation to the intended learning outcomes of the course.

 

Attention:

Artificial Intelligence (AI) can be a useful tool to support individual study through further exploration, summaries, and self-assessment activities.

With regard to the assessment, only limited, declared, and non-substantial use of AI is permitted for support tasks, such as summarizing or rephrasing content. Substantial use of AI to complete any part of the assessment is not allowed.

 

Teaching tools

The laboratory foresees the presence of students in classroom for the gradual elaboration of the project.

All phases will be followed and backed by the professor and didactic collaborators.

The weeks are divided into A-weeks and B-weeks: in A-weeks, lectures, including seminars, will be prevalent, while in B-weeks, classroom work on project actions, also with the support of tutors and teaching staff, will be prevalent.

Site visits and didactic trips to interesting case-studies are organized during the course.

The Department library is a useful support for specific documentation and investigation. The equipment supplied by the Department of Architecture and all the technological support for the teaching activity provided by the University (screens, projectors, technologies for remote connection, IT supports, etc.) are used.

Office hours

See the website of Saveria Olga Murielle Boulanger

See the website of Danila Longo

See the website of Marco Mari