The municipality of Apeldoorn had polled the interest among its private home-owners to turn their homes energy neutral. Based on the enthusiastic response, Apeldoorn saw the launch of the Energy Apeldoorn (#ENEXAP) in 2011. Its goal was to convert to it technically and financially possible for privately owned homes to be refurbished and to energy neutral, taking the residential needs and wishes from occupants as the starting point. The project was called an Expedition, because although the goal was clear, the road to get there wasn’t. The Expedition team comprised businesses, civil-society organisations, the local university of applied sciences, the municipality of Apeldoorn, and of course, residents in a central role. The project was supported by Platform31, as part of the Dutch government’s Energy Leap programme. The #ENEXAP involved 38 homes, spread out through Apeldoorn and surrounding villages. Even though the houses were very diverse, the group of residents was quite similar: mostly middle- aged, affluent people who highly value the environment and sustainability. An important aspect of the project was the independent and active role residents played. In collaboration with businesses and professionals, through meetings, excursions, workshops and by filling in a step- by-step plan on the website, the residents gathered information about their personal situation, the energy performance of their home and the possibilities available for them to save and generate energy themselves. Businesses were encouraged to develop an integrated approach for home-owners, and consortia were set up by businesses to develop the strategy, products and services needed to meet this demand. On top of making minimal twenty from the thirty-eight houses in the project energy neutral, the ultimate goal was to boost the local demand for energy- neutral refurbishment and encourage an appropriate supply of services, opening up the (local) market for energy neutral refurbishment. This paper will reflect on the outcomes of this collective in the period 2011-2015.
DOCUMENT
The energy transition requires the transformation of communities and neighbourhoods. It will have huge ramifications throughout society. Many cities, towns and villages have put together ambitious visions about how to achieve e.g. energy neutrality, zero-emission or zero-impact. What is happening at the local level towards realizing these ambitions? In a set of case study’s we investigate the following questions: How are self-organized local energy initiatives performing their self-set tasks? What obstacles are present in the current societal set-up that can hinder decentralized energy production? In our cases local leadership, vision, level of communication and type of organisation are important factors of the strength of the ‘local network’. (Inter)national energy policy and existing energy companies largely determine the ‘global’ or outside network. Stronger regional and national support structures, as well as an enabling environment for decentralized energy production, are needed to make decentralized sustainable energy production a success.
DOCUMENT
Abstract: The transition towards renewable and sustainable energy is being accompanied by a transformation of communities and neighbourhoods. This transition may have huge ramifications throughout society. Many cities, towns and villages are putting together ambitious visions about how to achieve 100% sustainable energy, energy neutrality, zero carbon emission or zero-impact of their communities. We investigate what is happening at the local community level towards realizing these ambitions from a social perspective. We use the case study approach to answer the following question: how do local community energy initiatives contribute to a decentralized sustainable energy system? We find that especially the development of a shared vision, the level of activities and the type of organisation are important factors of the strength of the ‘local network’.
DOCUMENT
Positive Energy Districts (PEDs) are a promising approach to urban energy transformation, aiming to optimize local energy systems and deliver environmental, social and economic benefits. However, their effectiveness and justification for investment rely on understanding the additional value they provide (additionality) in comparison to current policies and planning methods. The additionality perspective is not used yet in current evaluations of PED demonstrations and pilots. Therefore, this paper introduces the concept of additionality in the evaluation of PEDs, focusing on the additional benefits they bring and the circumstances under which they are most effective. We discuss the additionality of PEDs in addressing the challenges of climate neutrality and energy system transformation in three European cities that are funded by the European Commission’s H2020 Programme. It should be noted that given the ongoing status of these projects, the assessment is mainly based on preliminary results, as monitoring is still ongoing and quantitative results are not yet available. The paper discusses the drivers and barriers specific to PEDs, and highlights the challenges posed by technical complexities, financing aspects and social and legal restrictions. Conclusions are drawn regarding the concept of additionality and its implications for the wider development of PEDs as a response to the challenges of climate neutrality and energy system transformation in cities. We conclude that the additionality perspective provides valuable insights into the impact and potential of PEDs for societal goals and recommend this approach for use in the final evaluation of R&I projects involving PEDs using actual monitored data on PEDs.
DOCUMENT
Dealing with and maintaining high-quality standards in the design and construction phases is challenging, especially for on-site construction. Issues like improper implementation of building components and poor communication can widen the gap between design specifications and actual conditions. To prevent this, particularly for energy-efficient buildings, it is vital to develop resilient, sustainable strategies. These should optimize resource use, minimize environmental impact, and enhance livability, contributing to carbon neutrality by 2050 and climate change mitigation. Traditional post-occupancy evaluations, which identify defects after construction, are impractical for addressing energy performance gaps. A new, real-time inspection approach is necessary throughout the construction process. This paper suggests an innovative guideline for prefabricated buildings, emphasizing digital ‘self-instruction’ and ‘self-inspection’. These procedures ensure activities impacting quality adhere to specific instructions, drawings, and 3D models, incorporating the relevant acceptance criteria to verify completion. This methodology, promoting alignment with planned energy-efficient features, is supported by BIM-based software and Augmented Reality (AR) tools, embodying Industry 4.0 principles. BIM (Building Information Modeling) and AR bridge the gap between virtual design and actual construction, improving stakeholder communication and enabling real-time monitoring and adjustments. This integration fosters accuracy and efficiency, which are key for energy-efficient and nearly zero-energy buildings, marking a shift towards a more precise, collaborative, and environmentally sensible construction industry.
DOCUMENT
It is assumed by the projects demonstrating Positive Energy District (PED) concepts in cities across Europe that citizens should want and need to be involved in the development of new energy concepts, such as PEDs for these concepts to be deployed successfully. Six different PED research and innovation projects are investigating the types and expectations of citizen engagement. They evaluate the impact of energy citizenship on the success of PED deployment across Europe.
DOCUMENT
Lectorale redeboekje naar aanleiding van de intrede in het lectoraat Systeemintegratie in de energietransitie
MULTIFILE
Peer-to-peer (P2P) energy trading has been recognized as an important technology to increase the local self-consumption of photovoltaics in the local energy system. Different auction mechanisms and bidding strategies haven been investigated in previous studies. However, there has been no comparatively analysis on how different market structures influence the local energy system’s overall performance. This paper presents and compares two market structures, namely a centralized market and a decentralized market. Two pricing mechanisms in the centralized market and two bidding strategies in the decentralized market are developed. The results show that the centralized market leads to higher overall system self-consumption and profits. In the decentralized market, some electricity is directly sold to the grid due to unmatchable bids and asks. Bidding strategies based on the learning algorithm can achieve better performance compared to the random method.
DOCUMENT
This working paper is a deliverable of ESTRAC Transforming Regions, a joint initiative of knowledge and research institutes TNO (ECN), Hanze University of Applied Sciences, University of Groningen and New Energy Coalition.
DOCUMENT
Sustainability has become an important blueprint to achieve a better future for all, and as part of this process, nations are called to accelerate an energy transition towards clean energy solutions. However, an often-neglected pillar is educating individuals on the benefits and challenges of energy efficiency and renewable energy, especially among young people. Their support and willingness to use clean energies will be a significant driver in short, medium and long term. However, reality shows that attention from youth on these issues has not been sufficient yet. Formal education settings become therefore a key place to educate youth in the energy transition. In search of innovative approaches, game-based learning is gaining popularity among scholars and practitioners; it can contribute to content development of complex issues by integrating insights from different disciplines in an interactive, fun and engaging manner.In this context, we would like to present “the We-Energy Game” as an innovative educational strategy which makes use of game-based learning to create understanding on the challenges in the provision of affordable energy from renewable sources for an entire town. During the game, players negotiate, from their respective roles, which energy source they want to employ and on which location, with the goal to make a village or city energy neutral. The game has been played by students in higher education institutions in The Netherlands.In addition to introducing the game, a study is presented on the effects of the game on students´ awareness on the energy transition, self-efficacy -the feeling that they can contribute to a sustainable energy transition in their towns by themselves- and collective efficacy -the feeling that they can contribute to a sustainable energy transition in their towns together with their community-. For that purpose, we conducted a survey with 100 bachelor (Dutch and international) students aged between 18 and 30 years old, at Hanze University of Applied Sciences, before and after playing the game. We also conducted a group discussion with a smaller group of students to understand their opinion about the game. From the survey, results reveal an increase in awareness about the energy transition, as well as (slightly higher) collective efficacy compared to self-efficacy. From the group discussion, findings reveal that the game makes students reflect on the complexity of the process and need for collaboration among different stakeholders. It also shows how educational games have still a long way to go to achieve the high levels of engagement of commercial games, despite the fact that students still preferred to have this type of interactive practice rather than a traditional class characterized by a unidirectional transmission of information. Different implications must be taken into account for educators when interested in implementing game-based learning in class, including immediate feedback, appropriate length of gameplay during class, and time for a reflection and critical thinking after playing the game.
DOCUMENT
