ENERGISE Living Labs (ELLs) | Energise Project

ELLs STEP BY STEP

In the following, the basic ELL implementation structure is introduced: first the list of steps, and then a more detailed description of each step from the preparation and the identification of sites, participants, stakeholders and resources to the actual implementation and monitoring, and finally to the completion of the living lab.

PREPARATION OF ELL (1-7)

Step 1: Reviewing the aims, goals and plans of the ELL

Step 2: Finding the specific site(s) for the ELL

Step 3: Identifying relevant stakeholders

Step 4: Forming the local implementation team

Step 5: Specifying the interventions and their timing

Step 6: Communication, dissemination and ethics

Step 7: Determination of resources

IMPLEMENTATION AND MONITORING OF ELL (STEPS 8-14)

Step 8: Recruiting the households

Step 9: Visiting the participants

Step 10: Deliberating with households

Step 11: Introducing and launching the interventions

Step 12: Activities in the testing phase

Step 13: Reflecting with the households

Step 14: Follow-up for households and stakeholders

CLOSING UP OF THE ELL (STEPS 15-16)

Step 15: Celebrating and communicating the results

Step 16: Assessing the achievement of the goals

PREPARATION OF ELL (STEPS 1-7)

The first steps of ENERGISE Living Lab focus on specification of the objectives and goals of the ELL, as well as on identifying the local implementation partners and other relevant stakeholders. The steps also include determination of the resources needed.

STEP 1: REVIEWING THE AIMS, GOALS AND PLANS OF THE ELL

The first step is to go back a few steps and check that the following issues are familiar to the team:

The basics and underlying assumptions of ELL design
Practices to be targeted in the ELL
Potential intervention and engagement methods to be used
The objectives of the ELL and the indicators for reaching these specific targets
The data collection: what data is to be collected and how

Members of the ENERGISE team plan the ELLs

STEP 2: FINDING THE SPECIFIC SITE(S) FOR THE ELL

To understand the configuration of practices, contextual aspects need to be understood. These can include issues such as differences in heating systems (or needs for these systems, or opportunity to pay for these systems), in the ways in which housing associations are organised and in the presence of local (or national) energy policies. In short, they encompass formal and informal institutions, rules, values and norms, and other elements that outline the local practice cultures of energy use. One of the preparatory steps in the ELL is thus a fine-grained analysis of the context in which it is run (i.e., material, social and institutional dimensions of practices) on the relevant level (national, sub-national, local). When looking for a specific site for the ELL, attention needs to be paid to the ways the site supports or prevents the change in practices (e.g. the ability or inability to change heating settings in the home). The potential limitations should be acknowledged while fine-tuning the interventions locally.

Questions to guide this step:

What are potential suitable sites for the ELL and where to find them?
Are the sites easily reachable for us?
What are the most common practices in relation to the consumption domains at the focus of the ELL (see also Laakso & Heiskanen 2017)?
Do the sites secure a variety of participants across ELL?
What kinds of communities can be found at the sites and are they suitable for the ELL?
Do these sites offer the predefined material requirements (e.g. are the households able to adjust their indoor temperature if this is the aim of intervention) or can they easily be brought to the sites?
Do the sites pose some specific requirements to the support needed in these contexts?
Are there some context specific issues that should be added in the interview and survey templates and how might this affect the data collection process?

STEP 3: IDENTIFYING RELEVANT STAKEHOLDERS

Implementation of the ELL is not a simple task. There is a need to understand and know the local, contextual influences on daily practices, to be able to reach the potential participant households (also those that are hard-to-reach), to actively communicate with the participants as well as a need to monitor the ELL, and so forth. It is useful to think about the relevant stakeholders who could also help in disseminating and scaling up the outcomes – or who might just be interested to hear about the findings of the living lab and ways to utilise the findings locally.

Meeting with stakeholders in Hungary

This step includes identifying relevant local stakeholders and their role in domestic energy use, as well as other actors who are likely to benefit from and use the information and lessons provided by the ELL. These stakeholders may include actors from local and/or regional policy, administration, business, research institutes, NGOs and other organisations, media, and so on. In this step, the potential role of each stakeholder in the implementation of ELL is also estimated.

STEP 4: FORMING THE LOCAL IMPLEMENTATION TEAM

The implementation team consists of all the people actively implementing the ELL. The implementation team can include people from, for example, an association, organisation, neighbourhood initiative or a municipality that already has established relations at the potential sites and has expertise and interest in energy issues locally. Ideally, the people in the implementation team also have experience in participatory activities, such as organising workshops and other activities in the community. Members of the implementation team actively collaborate and participate in all the following steps and roll-out of the ELL. Local members of the team might also be the ones staying at the site and potentially providing further support for the households after the end of the ELL, so it is important to ensure an active communication.

Forming the local implementation team in Hungary

Questions to guide these steps:

Who are the (local) actors who are critical for the realisation of the ELL and who would benefit from the collaboration?
What is the role of each actor in the ELL? What are the actors’ perceptions and expectations concerning household energy use? Who would bring valuable input that benefits the participants? Who can support the ELL at the chosen site (by e.g. offering venues for meetings and events, providing energy expertise, materials and information, disseminating the findings etc.)? Who is critical for the dissemination of the novel practices and further development of the ELL approach?
How to interact with the media before, during and after the ELL?
Who should be included in the local implementation team(s) and who should be engaged in the ELL as “other relevant stakeholders”?

STEP 5: SPECIFYING THE INTERVENTIONS AND THEIR TIMING

In this step of ELL planning, local implementation teams specify the materials to be included in the intervention on the basis of contextual aspects, refine the timeline of the roll-out and the required preparations, and check that the needed expertise is available. When specifying the ELL interventions, it is also important to discuss and agree about the concrete actions of monitoring during the roll-out.

Questions to guide this step:

What kinds of methods and materials to select to engage and support the participating households (see also Heiskanen et al. 2018b)?
How to ensure that the materials selected really support the change in the households and how do we expect that the materials will be used? In what ways could the use of selected materials affect the outcomes: how could they e.g. challenge or reinforce existing practices?
What is a sufficient time for practices to be challenged and new ones to be routinised? How long should the ELL last and when is it implemented (e.g. during the heating season, if the aim is to change heating practices)?
Is there still expertise missing from the team and if so, whom to include in the team?

STEP 6: COMMUNICATION, DISSEMINATION AND ETHICS

During the ELL, a lot of communication takes place between the implementation team and the participating households, as well as between the living lab and other local stakeholders interested in it. As a first step, it is useful to draw up a plan and list of who needs to be communicated with and for what reasons (see Table 1 for assistance).

There are several points when communicating with the participating households which are necessary and which will also be discussed in the coming steps. One thing to consider is the amount of communication: how to balance between providing the households enough information, attention and support, while still allowing them to maintain their privacy and avoiding intrusiveness? Another important issue to think about is the language and content of communication with the households. It is unnecessary to give lectures about the theoretical framework behind the ELL with practices, elements and so forth. The discussions should rather focus on what people do, how and why they do it, as well as the ways practices are interconnected by discussing e.g. the social norms related to particular practices, and how these norms guide other practices. It should also be noted that giving accounts of mundane, routine performances (especially on private actions such as those related to personal hygiene) might not be easy for people. The interview needs to aim at grasping the inconspicuous elements of daily practices. The intervention might also raise questions among the household members, which need to be prepared to be answered, such as: How important are space heating and laundry for energy use? What are the benefits of reducing indoor temperatures, and are there any potential risks involved?

ELL advertisement in a local printed newspaper in Gödöllő, Hungary

Preparation time should be allocated to finding the most useful forums for communicating with the participants outside face-to-face meetings. What kinds of appliances and forums are the participants already familiar with and willing to use? What are easily accessible places and times for participants to convene for group discussions? It is also a good idea to conduct ‘test meetings’ and interviews and try to envisage potential questions arising and to think of ways to respond to them, as part of the training for the local implementation team.

It should also be agreed how and when to communicate within the local implementation team: should the team have e.g. a regular meeting? Before and after the ELL it is also important to communicate about the ELL to stakeholders with an interest in the ELL, as well as a more general audience. This is important also for the motivation of ELL participants – people like to be involved in things that are featured positively in the media and in their community. Pictures and short videos taken during the preparation and throughout the implementation of the ELL are very useful for illustrating communications.

It is also important to think about the ethical issues of the ELL: within small municipalities, neighbourhoods or communities, how to maintain the anonymity of the participants, or are they supposed to openly share their experiences throughout the living lab? Especially local media can be highly interested in the ELL. How to manage the data in a way that ensures that the participants – should they wish so – can remain anonymous even after the end of the living lab? This is also related to the dissemination both to the general public and to academic audiences.

Table 1: Communication prior to or at the beginning of the ELL

Questions to guide this step:

How to communicate with the households in a well-functioning, understandable and engaging way?
What is the frequency of contact to be maintained, also considering available resources? What are the media of contact?
How to communicate within the implementation team and with the other stakeholders?
How to engage the actors that can learn directly from the ELL and contribute to a scaling up of the lessons learned?
Have all the possible ethical issues been considered and how to deal with them?

STEP 7: DETERMINATION OF RESOURCES

An ELL requires a lot of planning and work during the implementation, monitoring and evaluation. At this step, it is time to have a look at the available resources and how they transform to training of local implementation teams, communication material, equipment and other resources.

As living labs and practice-based studies in general, an ELL requires intensive working and collaboration with various actors. Especially the time during the roll-out and right before and after the roll-out require intensive work from the implementation team. An important step in the preparation of ELL is thus a detailed determination of the necessary human resources.

In addition to time required, there is a need for other kinds of resources and local support at the ELL site: places to organise group discussions, as well as knowledge on local context, services and infrastructure. Necessary equipment may include meters to monitor energy use and the other monitoring tools.

ELL preparation requires a lot of equipment

Questions to guide this step:

Are there the necessary resources for the planning, implementation, monitoring and evaluation of the ELL in terms of time, personnel, space, knowledge, rewards, finances, equipment, and information material?
Are there some additional resource needs related to the ELL design?
Does the implementation team(s) have enough expertise on the methods used for data collection, or is some training needed? Who is responsible for organising the training?

IMPLEMENTATION AND MONITORING OF ELL (STEPS 8-14)

These steps include the most intensive phase of the ELL: the real-life experimentation by the households. For more detailed information about the monitoring, see Heiskanen et al. 2018a.

STEP 8: RECRUITING THE HOUSEHOLDS

After careful preparations but before the roll-out, it is time to recruit the most important members of the ELL – the households. As described in the previous chapters, the ELL is focused on practices and changes in practices to reduce household energy use. Also the starting point of the ELL is the energy-relevant practices, instead of setting specific target groups and then identifying the practices they are engaged in. However, some criteria should be used to guide the recruitment. For example, the households should engage in the practices in focus (e.g., do their laundering themselves, if the focus is on laundry practices) and the households should fulfil some requirements related to e.g. monitoring of practices (e.g., own their own washing machine).

Recruitment can be made in a fun way - as seen in this German video: https://www.youtube.com/watch?v=h89LyoKP46A&t=2s

After revisiting the recruitment criteria, it is time to start recruiting the participants. Local implementation teams and other stakeholders are valuable in identifying the local people and communities fulfilling the selection criteria. Ways to recruit the households include:

Announcements in the local media and social media
Finding the potential households through contacts of the local implementation team, other stakeholders and associations who know the sites and communities
Contacting interest organisations, such as organisations of unemployed or pensioners, ethnic organisations, sport clubs or other recreational organisations
Announcements at municipal organisations, such as maternity clinics, day care centres, libraries, schools, service centres, neighbourhood organisations, housing associations and other local groups
Setting up a stand at a local event frequented by local households
Finding households using a snowball method with the help of the local stakeholders and other contacts: one household provides the names of other potentially interested households

During the recruitment, basic information about the ELL should be outlined in the announcements and other material, as it is important that the households have some understanding of what they are applying for. The materials should include a description of the aims of the ELL as well as what is expected from the participants (e.g. in terms of time use and monitoring) and what the participants and the community gain from the ELL. Households, in turn, need to provide relevant background data, to make sure that the final group of participants fulfils the criteria (see recruitment survey template).

Questions to guide this step:

What are the selection criteria for the participants considering the ELL targets?
Does the choice of participants secure a balanced variety e.g. in terms of household size, location (rural/urban), income and/or gender?
How to recruit the households? How should they be approached? Who should be contacted? Is there particular support needed for the recruitment?
While recruiting, has the complete ELL process been explained openly to the households, to minimise the risk of drop-outs? Are there some ethical considerations related to the ELL (e.g. publicity)? How to deal with these issues?

STEP 9: VISITING THE PARTICIPANTS

After selecting a group of households fulfilling the selection criteria, it is time to visit these households for the first time after the recruitment. These meetings can take place right after the households are selected in the ELL, and they should be informative, motivating and encouraging, and include the basic information of what is expected from the households – and what they get in return. Households are provided with a package including basic information about the ELL (e.g. timeline including the time needed for collecting the baseline data and for follow-up activities, estimation of the time use expected from the households, planned meetings etc.), the role of each actor in the living lab, the ethical issues (anonymity, right to end their participation whenever they want without further explanations or justifications, the ways the data is stored and used etc; see template for information sheet and informed consent form) as well as the benefits of participation for the households, sites and communities (such as saving money and/ or the environment and gaining more control on energy use).

This is also the visit during which the necessary energy meters are installed in participants’ homes and households are instructed to use them and the diaries to collect the baseline data (see template for baseline survey, as well as washing, drying, ironing and temperature diaries). After this meeting, the households monitor their energy use and practices for a certain period of time (e.g. four weeks) to gain the baseline data. It is important to note that this meeting is already a “rupture” in routines, as households start paying attention to their energy use in a new way. To diminish this bias, it needs to be emphasized to the households that it is important that they continue their practices as they “normally” do, reminding them that no effort is expected during this phase (however, in the evaluation phase, the implementation team has to consider the opportunity that this might not have happened, but people may have changed something already due to monitoring).

The ELL households are going to be engaged in an intensive process of several months, including all the activities surrounding the actual roll-out of the ELL. It is thus important to consider both the ways to make the ELL as easy as possible for the participants, and the ways to motivate them and encourage them to stay on board until the end, and to maintain and share the lessons they have learned during the ELL. The implementation team should agree beforehand on how to reward households for their efforts and how to communicate about the benefits the households gain from their participation. Also the metering equipment installed for the purposes of the ELL as well as the kits including support materials for the interventions can be seen as an additional incentive, whereas an (indirect) monetary incentive can be a reduced energy bill. It is important to remember that households may engage in order to save in energy costs and attempts to lead a more decent life, environmental reasons, due to social influence or pressure, or because of a desire to learn about new solutions and technologies. Some people might be simply curious or interested in challenging their established routines. Understanding these motivations and linking the ELL to the ways for households to achieve their personal goals helps households to engage in and remain committed to the ELL.

Some of the participants may nevertheless withdraw during the roll-out phase. To avoid this, it is important to be open about the amount of work and time the ELL requires from participants, but still be prepared for some drop-outs. To evaluate the success of the ELL, the experiences and feedback of these participants should also be recorded.

Questions to guide this step:

How to motivate and encourage households before, during and after the roll-out of the ELL? What kind of benefits and (non-monetary) incentives could be offered to the households and what kind of impact might these incentives have on their participation? How to ensure that the households are not participating only because of the reward?
What kind of materials, tools, instructions and/or networks could the teams provide for the households to support the maintenance and diffusion of more sustainable energy use? Who is to take responsibility for offering these tools and instructions to households after the ELL?
What is the plan for contacting the possible drop-outs?

STEP 10: DELIBERATING WITH HOUSEHOLDS

The households have collected baseline data by monitoring their energy use and daily practices. After this baseline monitoring, the next step includes deliberations about practices together with the households in a face-to-face meeting. Together with households, the implementation teams discuss, expose and learn about the practices that lead to energy use, as well as the participants’ needs, expectations, inspirations, concerns and motivations (see template for interviews). The baseline data can support the discussions. This deliberation also a rupture, as the routine nature of practices is made visible for both the households and the teams. In this discussion, the households are supported and encouraged to co-construct ways for shifting the particular practices onto more sustainable pathways. The close collaboration with households also helps the households to take ownership of the coming changes, thus making the participation and the changes more meaningful for all members of the households. A close focus on the interconnections between practices helps to address the potential rebound, backfire and spin-off effects. It is thus important to highlight the ways the potential changes reflect to surrounding practices and what implications this has for the total energy use.

The deliberation can also be organised as a session in which the participating households gather together to discuss the social norms, rules and other elements steering the practices related to energy use, and how to collectively address and challenge these elements to change practices (see template for group discussions). This kind of peer support is important in disrupting and challenging the prevailing assumptions on what is normal or acceptable, and opens up the dynamics of practice and opportunities and/or obstacles related to their change, outside the individual household. It should be ensured that the group discussions can be organised at an accessible place and time, and that the travel costs are covered if needed.

Focus group meeting in Finland

Questions to guide this step:

Should there be a group discussion with the participating households?
Should there be a Doodle poll to make sure that everyone can join?
How to ensure that all participants are heard: should there be two or more sessions to ensure that everyone finds time to join, or should the people who are not able (or not willing) to attend a group session be contacted in some other way, e.g. by individual interviews?
If all households attend, is there a need to divide into smaller groups for part of the discussion?

STEP 11: INTRODUCING AND LAUNCHING THE INTERVENTIONS

In this deliberative face-to-face meeting, participants are also instructed on the ELL interventions – in other words, the meeting is also a launch event of the active testing phase of the ELL. Activities for each week are discussed, so that participants have a clear picture of what is expected from them and when. Households are also reminded of the self-monitoring they will be doing during the testing phase. Each household can be provided a little kit with materials to support them in the intervention (see examples for heating and laundry challenge kits). If two different practices are targeted, there should also be two kits. The kit to support households in the second challenge can be either left with them at this meeting, with instructions to open it later, or sent them before the beginning of the second intervention. This second kit can also serve as providing “something nice” to the participants at the middle point of the ELL.

Heating challenge kit in Switzerland

Laundry challenge kit in Switzerland

Questions to guide these steps:

How do the interventions fit in the daily practices of the households, as well as the need for reducing energy use, and what are the potential rebound and spin-off effects?
How to support, encourage and communicate with the households during the roll-out?
How to ensure that each participant has the required information on the interventions, what they include, what is the timing of each activity, and how is the communication organised with the households during the roll-out?
What are the best and most familiar forums for communication during the ELL (e.g. a closed Facebook group, WhatsApp group)?
What is the role of each implementation team member? How are other stakeholders involved in the ELL at this step?

STEP 12: ACTIVITIES IN THE TESTING PHASE

The households experiment with new or changed practices in their daily lives for a certain number of weeks, starting from the deliberative session with the households, which was also the launch event for the interventions. Households are encouraged to innovate ways to change their daily practices. During the interventions, the participants receive weekly surveys asking how they are doing (see template for weekly survey). This way the implementation team is able to monitor what the households do, but it also provides space for participants to keep track what they do, which allows some level of reflection over time. In addition, participants can have the opportunity to share their experiences in a shared forum.

ELL participants were invited to share questions and experiences in a social media group

During the interventions, the households act quite independently. They are not regularly visited but can be contacted in other ways, such as text messages, e-mails and/or social media.

Questions to guide this step:

How to monitor the households’ activities and collect feedback? How to balance between giving enough space for the households while ensuring sufficient monitoring and support?
How to support the households in case that the participants lose their interest or become exhausted during the roll-out?
What is the role of each implementation team member? How to involve other stakeholders in the ELL at this step?

STEP 13: REFLECTING WITH THE HOUSEHOLDS

The testing phase ends with a closing, reflective meeting with the households. In this final meeting, the households’ first thoughts about the interventions are discussed (see interview template). Households can also be brought together for a group discussion to enable participants to share experiences, discuss the potential for new practices to diffuse within and outside the community, and to envisage further actions (see template for group discussions). By conducting a closing survey, practices before and after the challenge can be compared (see template for closing survey).

Closing focus group meeting in Hungary

In the closing meeting, households can also receive a reward from their contribution in the ELL. They are provided with support to continue performing the new practices and to share their experiences, and further actions are agreed: when the implementation teams are planning to do the follow-up activities, how the results of the ELL are shared with the participants, and whether participants agree to be contacted by local media.

Questions to guide this step:

How to ensure that the households end the ELL activities feeling happy and empowered, and that they are still available during the follow-up?
How can the collaboration between the households and other local stakeholders in sustainable energy use be supported and improved at this step?

STEP 14: FOLLOW-UP FOR HOUSEHOLDS AND STAKEHOLDERS

Follow-up activities take place at least three months after the end of the testing phase of the ELL. A longer follow-up period would allow for better evaluation of the persistence of effects, but might risk losing a larger number of participants. A follow-up survey is sent to all households (see template for follow-up survey). The survey can be complemented with interviews if necessary, and a sample of households might be interviewed in more depth. It is also possible to organise a group discussion.

However, the households should not be “left alone” at any stage, even after the end of ELL: what kind of materials, instructions and/or networks need to be provided to the households to support the maintenance of the new practices and even empowering the participants to act as change agents in their communities in the longer term? This is something to agree on with the local implementation teams and possibly also with the other local stakeholders, as they could have a significant role locally after the end of the ELL and they should be prepared to take this role. The support measures should be introduced to the households already at the end of the ELL.

In addition to participating households, it is also good to contact (local) stakeholders to discuss their thoughts and ideas on the ELL. The discussions with stakeholders concern the upscaling potential of new practices requiring less energy, as well as of new co-creation and engagement arenas such as ELL and methods used in the ELL. When discussing the potential for replicating and upscaling the ELL, the following aspects could be considered (see also SmarterLabs 2016):

Was the ELL timely and did it respond to the urgency to change existing practices?
Are the design and results applicable to new living labs or similar projects, are the outcomes transferable and/or scalable, did the ELL include future users, diverse target groups and/or relevant stakeholders?
Did the ELL provide new knowledge on the practices underlying energy use?
Has the information about the ELL been disseminated properly?
Is there (local) expertise in replicating and/or upscaling the ELL? Is there political or other support for approaches such as those employed in the ELL? Was there enough interaction between decision makers and other stakeholders?
Are there any infrastructural, technical, legal, financial, spatial or social aspects or developments enabling or preventing the scaling up of the ELL?

If possible, a co-creation workshop organised for the stakeholders could be a fruitful arena for bringing all the relevant actors together and for elaborating the lessons learned. Participating households and implementation teams could be invited to join the workshop, to enable diffusion of ideas and experiences from the ELL. This is also an opportunity to collect feedback from all the people engaged in the ELL.

Questions to guide this step:

How is the feedback collected from all relevant actors in the ELL? Is everyone interviewed separately, or will group discussions be organised and/or something else?
Is organising a workshop for the stakeholders a good idea and who should be invited?
Are there new observations that point to new questions not previously addressed to the participants? How should these issues be brought up to get more information?

CLOSING UP OF THE ELL (STEPS 15-16)

The last steps of the ELL include closing up with the participating households, implementation teams and other stakeholders, as well as taking a look ahead and thinking about the role of the ELL in understanding and challenging the prevailing practices related to energy use.

STEP 15: CELEBRATING AND COMMUNICATING THE RESULTS

It is important to thank the households, implementation teams and all the people who have enabled the realisation of the ELL, as well as to celebrate the successful completion of the ELL. A final seminar or other event can bring together all the people involved in the ELL, and it is also an opportunity to present the results of the ELL as well as support the scaling up. These final events can also be combined with stakeholder workshops suggested in the previous step. It is also important to provide the participating households an opportunity to share their experiences, as they are the most important experts on the change they have experienced.

ELL closing event in Hungary

Again, communication is also important for ELL participants, local partners and stakeholders; the dissemination of the successful completion of the ELL, such as social media and website posts, can provide something for them to be proud of. Similarly to communication prior to the ELL, it is important to provide information about the general outcomes of the ELL to various stakeholders once they are completed. The (local) media may also want to share the outcomes of the ELL. These dissemination activities can be done right after the ELL has been concluded, following the follow-up interviews, or at both occasions depending on the local circumstances. Table 2 (in addition to Table 1) provides some guidelines and ideas.

Table 2. Communication after the conclusion of the ELLs

Questions to guide this step:

What kind of final event should be organised and who to be invited?
How to make sure that the households have an opportunity to share their experiences, if they are willing to?
How to communicate about the ELL and the results?
Will the implementation team be rewarded? How?

STEP 16: ASSESSING THE ACHIEVEMENT OF THE GOALS

At this final step, it is time to go back to step 1 and find out if the goals and objectives set for the ELL have been satisfactory achieved. It is also time to think how to remove oneself from the picture and let the participating households continue their (new) daily practices without active engagement with the implementation team.

It is also time to reflect on one’s own actions as an implementer of the ELL: one’s impact on the ELL and the context in which ELL has been implemented. This is an opportunity to critically evaluate the implementation of the ELL: for example, what went as planned and where would more coordination have been needed? However, the work on ELL still continues after this step: there is material to be analysed, as well as evaluation to be made.

The ENERGISE team evaluates the ELLs at a project meeting

Questions to guide this step:

How to end the ELL activities? How to ensure that everyone ends up being happy and satisfied with the ELL?
How to respond to the feedback and questions received from now on?
Is some further information needed for the determination whether the initial targets and goals for the ELL have been realised? How to collect the information? How to determine the success of ELL?
Looking forward: how could local partners and other stakeholders offer their support if someone wants to continue or try the same somewhere else? How can such activities be encouraged?

The material above can be downloaded from here: Online tools and user community for scaling up ENERGISE Living Labs (D3.6)

Living Lab materials are available HERE.

For more information on the national roll-out of the ELLs please visit the following pages:

To read the full deliverable describing the ELL process and scaling up ELLs, please read our corresponding deliverable (D3.6) at http://www.energise-project.eu/sites/default/files/content/ENERGISE_D3.6_FINAL.pdf

The Data Privacy Statement concerning the ENERGISE Living Labs can read here.

You can read about the launch of ENERGISE Living Labs here.

Stories of ENERGISE Living Labs are available here.