Post on 07-Aug-2020
Wilfried van Sark1
Eelke Bontekoe1, Joost van Leeuwen1 Atse Louwen1,
Maria Hadjipanayi2, George Georghiou2, George Makrides2,
Hubert Fechner3, Momir Tabakovic3,
Eliza Loucaidou4, Monica Ioannidou4,
Sofia Arancon5, Ingrid Weiss5
Human Capital Agenda:
ontwikkeling van scholing voor BIPV,
het Dem4BIPV project
1Copernicus Institute of Sustainable Development, Utrecht University, the Netherlands2University of Cyprus, Nicosia, Cyprus3FH Technikum Wien, Wien, Austria4Deloitte Ltd, Limassol, Cyprus5WIP-Renewable Energies, Munich, Germany
2
Dem4BiPV started in September 2015 and will run until August 2018.
The project is funded by the Erasmus+ programme of the European
Commission.
Consortium
Development of innovative educational material for
Building-Integrated Photovoltaics – Dem4BiPV
4
• to fill the gap between the growing industry demand for
specialized BIPV expertise and the skills available in the
job market
• target different stakeholders in the value chain
(architects, engineers, system developers)
Motivation
5
• to develop an innovative and multidisciplinary high
quality course/curriculum in BIPV to train the BIPV
professionals of the future
• to implement it at the postgraduate level
• to be part of Master programmes on Sustainable Energy
in a number of leading universities in Europe
• to enhance digital integration in learning by developing
a virtual Learning Environment and remote labs
• size: 40 ECTS (“minor”)
Aim
7
BIPV modular curriculum
Project activities
Framework and
requirements
analysis of BIPV
Didactic
content
Manual for
academics
Virtual
learning
environment
Remote labs
8
• Status and outlook for BIPV
• In relation to educational needs in the BIPV sector
through stakeholder survey
• What to teach to whom?
Framework and requirements analysis
9
• Main group of Stakeholders for educational need
– professionals (architects, engineers, planners etc.)
– building contractors
– post-graduate students (MSc) in relevant fields
• Main topics:
– design integration
– BIPV products, materials and technologies
– regulatory and constructional issues
Main conclusion from analysis
10
• Take into account
– Background of students/target group
– Time investment
– Context, running master programme
Modular set of courses
• Different teaching methods
– Lectures, assignments, use open sources,
remote labs, virtual learning environment
Educational material development
11
Students should…....
• Understand the principle of BIPV and know all the
relevant aspects of this topic
– Technical, environmental, building energy
– Market, future
– Aesthetics, awareness
Learning Goals
12
General introduction
PhotovoltaicsEnvironmental
impacts
Architectural Aspects
Energy in Buildings
Future Perspectives
Curriculum modules
13
Modular curriculum
Didactic
content
Manual for
academics
Virtual learning
environmentRemote labs
General introduction
PhotovoltaicsEnvironmental
impacts
Architectural Aspects
Energy in Buildings
FuturePerspectives
14
Virtual laboratory
using real data for
BIPV performance
simulation
Dem4BiPV Virtual Remote Labs
Utrecht University FH Technikum Wien University of Cyprus
BIPV façade
performance and system
aggregation as Virtual
Power Plants (VPP)
Setup of a BIPV
monitoring system with
the use of actual BIPV
systems
Te
mp
era
ture
Se
nso
r
BIPV module 1
Idc
Vdc
Pdc
Idc
Vdc
Pdc
BIPV module 2 BIPV module 3
Mic
ro-in
ve
rter
Data Logger
CR1000
Gpoa
Laboratory web interface
Openmuc
(Data acquisition)
Data transfer
(Modbus TCP)
Idc
Vdc
Pdc
R server (UCY)
Lab experiment
Data transfer
(RS485, Modbus TCP)
15
Final curriculum content
Type of content Study load
20 courses:
MOOCs 38.6 ECTS
Online Courseware 0.6 ECTS
Offline course-material 6.3 ECTS
9 Assignments: 17.1 ECTs
Cumulative study load 62.6 ECTs
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• High quality study material already made by well known
institutions
• Study material is maintained and updated by institution
• Student can review the videos over and over
• Time-interaction between instructor and student is of
higher quality.
• Teaching consumes less of the instructor’s time
• The pace can be set more easily
• It’s new and innovative
• Why would you re-invent the wheel (the material is already
there)?
Why did we choose for MOOCs?
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▪ Introduction
▪ Teaching methods
▪ Learning objectives/goals
▪ Study Load
□ Recommended structure/per week
▪ Content
□ List of courses/MOOCs
▪ Assignments
▪ Reading
▪ Excursions
Syllabus per moduleExample
Assignments are
designed such that
they combine
knowledge from
courses to BIPV
18
Module: General Introduction, up to 10.7 ECTS
EXAMPLE
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• Contents
– Lecture 1: Introduction to BIPV
– Lecture 2: Influence on electrical performance
– Lecture 3: BIPV vs. Conventional construction & Environmental
impact.
– Lecture 4: Market development and aesthetics.
– Assignment
– Exam
• mix of a teacher-centered approach and a student-
centered approach
• Study load 42 hours (1.5 ECTS)
– lectures (20%), self-study (40%), assignment (40%)
Introductory course on BIPV
20
Students should…....
• Understand the principle of BIPV and know all the
relevant aspects of this topic
• Understand the principles of the photovoltaic effect
• Be aware of the influences on electrical performance,
such as temperature and shading
• Be able to make a prediction of the energy yield of a
PV system at a given location.
• Understand the effects of the position of the sun and
solar irradiance on PV module performance
• Understand the environmental benefits of BIPV
• Understand market drivers (aesthetics and awareness)
Learning Goals
21
– Simulation with PVSites Software tool
– The student is encouraged to develop its own BIPV
design and must reflect on its results
• relation with building energy use
– Deployment of remote laboratories
Assignment
Image of the Unnik
building at UU campus in
PVSites software
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• Complex to add 40 ECTS in existing master programs
• UU: Master Energy Science, 2 year, 120 ECTS
– New course “Energy in the Built Environment”, 7.5 ECTS
– Introductory material on BIPV incorporated
• 2 Lectures, 1 assignment, total 1 ECTS
• UCY:
– ECE 687: Building Integration of Photovoltaics: Towards
nearly zero energy buildings; 8 ECTS, BIPV ~2 ECTS
• FHTW: (Project-based learning environment, 6 ECTS)
– New course: Building integration of Photovoltaics(BIPV)-
Towards nearly zero energy buildings for smart city
Embedding
Copernicus Institute of Sustainable Development Slide 32
Energy t rends in cit ies globally Cit ies can be innovat ion hubs for clean energy technologies
Source: IEA (2016).
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• Students agreed that all topics are covered: score 3.8/5
• Students learned a lot from BIPV part: 3.4/5
• 75% of students are interested in 40 ECTS minor
• 62% of students would like to do a case study; 25%
would like to write a paper
Evaluation
24
• A modular BIPV curriculum has been developed
– Using existing sources, MOOCs
– Dedicated assignments
• Tested at universities (partly)
– Students like it!
• Material will be available online
• Future
– Spread the word (www.dem4bipv.eu)
– Incorporate more in existing courses
– Use for professional education
Conclusion and next steps
25
Thank you for your attention
www.dem4bipv.eu
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Schematical representation
of the curriculum’s content
Full 40 ECTS curriculum