scholarly journals Benchmarking a Sustainable Energy Engineering Undergraduate Degree against Curriculum Frameworks and Pedagogy Standards from Industry and Academia

Energies ◽  
2020 ◽  
Vol 13 (4) ◽  
pp. 822
Author(s):  
Bryn Durrans ◽  
Jonathan Whale ◽  
Martina Calais
Keyword(s):  
Renewable Energy ◽  
Learning Outcomes ◽  
Sustainable Energy ◽  
Educational Institutions ◽  
Assessment Task ◽  
Learning And Teaching ◽  
Curriculum Frameworks ◽  
Global Demand ◽  
Energy Engineering

There is an urgent need for educational institutions to produce graduates with appropriate skills to meet the growing global demand for professionals in the sustainable energy industry. For universities to stay at the forefront of meeting this global demand from industry, universities need to ensure their curricula and pedagogies stay relevant. The use of benchmarking is a key means of achieving this and ensuring any gap between university curricula and the practical needs of industry is minimized. The aim of this paper is to present an approach to benchmarking a sustainable energy engineering undergraduate degree with respect to curriculum frameworks recommended by industry and pedagogy standards required and recommended by academia and education research. The method uses the Murdoch University renewable energy engineering degree major as a case study. The results show that the learning outcomes of the renewable energy engineering units, in general, align well with the recommended learning outcomes for a complete sustainable energy degree, as prescribed by the Australian Government Office for Learning and Teaching. In addition, assessment task and marking criteria for the capstone unit of the major were at Australian Universities’ standard. A similar approach to benchmarking can be adopted by developers of new or existing sustainable energy engineering degrees in order to align with curriculum frameworks and pedagogy standards required by industry and academic peers.

scholarly journals ESP Needs Analysis at the Moroccan University: Renewable Energy Engineering Students at EST Fes as a Case Study

2019 ◽  
Vol 4 (1) ◽  
pp. 101
Author(s):  
Hanae AIT HATTANI
Keyword(s):  
Renewable Energy ◽  
Teaching And Learning ◽  
English Language ◽  
Engineering Students ◽  
Language Education ◽  
Needs Analysis ◽  
Technological Advances ◽  
Task Oriented ◽  
Energy Engineering

<p>With English becoming the world’s lingua franca and the proliferating scientific and technological advances, English language education has been gradually shifting from its classical applications such as EFL (English as a foreign language) or ESL (English as a second language) toward new paradigms like English for specific purposes (ESP). The most important and problematic question in ESP teaching and learning is whether the course is effective or not. ESP is student-task oriented, thus, measuring its effectiveness is strongly related to measuring learners’ attitudes, needs, expectations, satisfaction, and achievement. For this purpose, this study attempted to investigate ESP needs analysis of Moroccan university students, case study of renewable energy engineering students at the Higher School of Technology (ESTF).  The research was conducted using quantitative surveys d. The data was gathered from 30 undergraduate renewable energy engineering students. The study findings confirmed that the participant students have highly favorable attitudes towards English language for both their personal and professional careers. However, the survey results indicated that these students have some difficulties with English language productive skills, namely speaking and writing, in addition to some other sub-skills. Therefore, this research suggests a reform at the level of ESP teaching and learning curricular, focusing on the incorporation of innovative approached and methods that aims at enhancing students’ language acquisition and competency.</p>

Climate financing: case study of Kenya Climate Venture Ltd.

2021 ◽  
Vol 11 (2) ◽  
pp. 1-25
Author(s):  
Edward Mbucho Mungai
Keyword(s):  
Renewable Energy ◽  
Waste Management ◽  
Learning Outcomes ◽  
Investment Fund ◽  
Content Type ◽  
European Development ◽  
Different Dimensions ◽  
Successful Students

Learning outcomes Upon completion of the case study discussions, successful students will be able to: discuss the challenges of green financing and provide solutions on how to address such challenges. Explore the different dimensions for structuring a green financing fund. Analyse the risks and suggest a mechanism for de-risking an investment fund. Case overview/synopsis Kenya Climate Venture was established in 2016 as an independent subsidiary of Kenya Climate Innovation Centre, with a seed capital of $5m from European development financing institutions Danida and UKAid and the fund raised another $5m in new capital in early 2020. Its remit was to invest in commercially viable enterprises in agribusiness, water, commercial forestry, renewable energy and waste management, largely targeting small and medium-sized enterprises. The case is exploring three themes; Theme1: Challenges of climate financing, Theme 2: Structuring a climate financing fund Theme 3: De-risking an investment fund. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 1: Accounting and Finance.

Learning Based on ‘Entrepreneurial Volunteering’

2011 ◽  
Vol 25 (6) ◽  
pp. 461-467 ◽  
Author(s):  
Julia Clarke ◽  
Sarah Underwood
Keyword(s):  
Social Responsibility ◽  
Knowledge Base ◽  
Learning Outcomes ◽  
Business School ◽  
Problem Based Learning ◽  
Disciplinary Knowledge ◽  
Learning And Teaching ◽  
Enterprise Education ◽  
Stages Of Learning

This article presents a case study of how a business school has developed enterprise education to incorporate ethics and social responsibility. The authors describe the process of developing volunteering opportunities and embedding them in the curriculum, and outline the underlying pedagogy. They describe how existing approaches to project-based and problem-based learning may be applied to the different stages of learning and teaching development in enterprise, ethics and volunteering education. Finally, they offer their own adaptation of these frameworks to create an entrepreneurial volunteering-based learning, whereby student volunteering opportunities are embedded into enterprise education with a clear disciplinary knowledge base and explicit and assessed learning outcomes in both skills and knowledge.

scholarly journals MANAJEMEN PERPUSTAKAAN SEBAGAI PENUNJANG HASIL BELAJAR SISWA DI MA NURUL HUDA PRINGSEWU KABUPATEN PRINGSEWU

2020 ◽  
Vol 2 (1) ◽  
pp. 29-34
Author(s):  
Waqingah Husniyah ◽  
Moh Masrur ◽  
Salamun
Keyword(s):  
Learning Outcomes ◽  
Participant Observation ◽  
Student Learning Outcomes ◽  
Educational Institutions ◽  
Design Data ◽  
Library Management ◽  
Case Study Design ◽  
Member Checks ◽  
Adequate Management

Abstract Libraries as educational institutions and information provider institutions will have a good performance if supported by adequate management, so that all activities of the institution will lead to efforts to achieve the goals that have been declared. Based on the description above, the researcher is interested to examine more deeply about library management as supporting student learning outcomes. There are five purposes in this research are: (1) describing the meaning of library; (2) describe library technical services; (3) describe library reader services; (4) describe the benefits of libraries for school residents; And (5) to describe the involvement of citizens in the provision of libraries in MA Nurul Huda Pringsewu. Kab. Pringsewu. This research was conducted in MA Nurul Huda Pringsewu. Kab. Pringsewu.dengan using a qualitative approach with case study design. Data collection techniques used include: (1) participant observation; (2) indepth interviews; And (3) documentation study. Checking the validity of data conducted in this study in several ways, namely: (1) persistence observation; (2) triangulation; And (3) member checks. Abstrak Perpustakaan sebagai lembaga pendidikan dan lembaga penyedia informasi akan memiliki kinerja yang baik apabila didukung dengan manajemen yang memadai, sehingga seluruh aktivitas lembaga akan mengarah pada upaya pencapaian tujuan yang telah dicanangkan. Berdasarkan uraian diatas maka peneliti tertarik untuk menelaah lebih dalam tentang manajemen perpustakaan sebagai penunjang hasil belajar siswa. Ada lima tujuan dalam penelitian ini yaitu: (1) mendeskripsikan pengertian perpustakaan; (2) mendeskripsikan layanan teknis perpustakaan; (3) mendeskripsikan layanan pembaca perpustakaan; (4) mendeskripsikan manfaat perpustakaan bagi warga sekolah; dan (5) mendeskripsikan keterlibatan warga dalam penyelenggaraan perpustakaan di MA Nurul Huda Pringsewu. Kab. Pringsewu. Penelitian ini dilakukan di MA Nurul Huda Pringsewu. Kab. Pringsewu.dengan menggunakan pendekatan kualitatif dengan rancangan studi kasus. Teknik pengumpulan data yang digunakan meliputi: (1) observasi partisipasi; (2) wawancara mendalam; dan (3) studi dokumentasi. Pengecekan keabsahan data yang dilakukan dalam penelitian ini dengan beberapa cara yaitu: (1) ketekunan pengamatan; (2) triangulasi; dan (3) pengecekan anggota. Kata Kunci: Manajemen, Perpustakaan.

Deploying ecosystem services to develop sustainable energy landscapes: a case study from the Netherlands

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Paolo Picchi ◽  
Simone Verzandvoort ◽  
Davide Geneletti ◽  
Kees Hendriks ◽  
Sven Stremke
Keyword(s):  
Renewable Energy ◽  
Ecosystem Services ◽  
Sustainable Energy ◽  
Energy Transition ◽  
Low Carbon ◽  
Energy Landscapes ◽  
Trade Off ◽  
Content Type ◽  
Planning And Design

PurposeThe transition to a low carbon future is an emerging challenge and requires the planning and designing of sustainable energy landscapes – landscapes that provide renewable energy while safeguarding the supply of other ecosystem services. The aim of this paper is to present the application of an ecosystem services trade-off assessment in the development of sustainable energy landscapes for long-term strategic planning in a case study in Schouwen-Duivenland, The Netherlands.Design/methodology/approachThe application consists in three activities: in (1) stakeholder mapping hot spots of ecosystem services and renewable energy technologies in a workshop, (2) landscape design principles being discussed by a focus group, (3) experts gathering the information and proceeding with an assessment of the potential synergies and trade-offs.FindingsThe case study indicates that (1) deploying the ecosystem services framework in planning and design can enhance the development of sustainable energy landscapes, (2) diversified and accurate spatial reference systems advance the trade-off analysis of both regulating and cultural ecosystem services and (3) the involvement of local stakeholders can advance the trade-off analysis and, ultimately, facilitates the transition to a low-carbon future with sustainable energy landscapes.Originality/valueThe originality of this research lies in the creation of an approach for the deployment of ecosystem services in the planning and design of energy transition. This is useful to advance energy transition by enhancing research methods, by providing methods useful for planners and designers and by supporting communities pursuing energy self-sufficiency in a sustainable manner.

E-Assessment as a Driver for Cultural Change in Network-Centric Learning

2010 ◽  
Vol 2 (3) ◽  
pp. 14-25
Author(s):  
Henk Eijkman ◽  
Allan Herrmann ◽  
Kathy Savige
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Cultural Change ◽  
Culture Change ◽  
Systemic Change ◽  
Educational Institutions ◽  
Assessment Practices ◽  
Evidence Based ◽  
Learning And Teaching

This paper explores the potentially powerful role e-assessment practices can have on culture change in learning and teaching. This paper demonstrates how new e-assessment practices can ‘push back’ through educational institutions. This is done by applying the work of Gibbs and Simpson (2004/5) to e-assessment practices. To illustrate the practical effects of this evidence-based framework, the authors use UNSW@ADFA to demonstrate the possibilities for new e-assessment practices and their potential to drive systemic change. The authors conclude that the incorporation of these structured, evidence-based e-assessment practices demonstrably improve learning outcomes and student engagement without increasing the workload of staff and students.

E-Assessment as a Driver for Cultural Change in Network-Centric Learning

2012 ◽  
pp. 233-244
Author(s):  
Henk Eijkman ◽  
Allan Herrmann ◽  
Kathy Savige
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Cultural Change ◽  
Culture Change ◽  
Systemic Change ◽  
Educational Institutions ◽  
Assessment Practices ◽  
Evidence Based ◽  
Learning And Teaching

This paper explores the potentially powerful role e-assessment practices can have on culture change in learning and teaching. This paper demonstrates how new e-assessment practices can ‘push back’ through educational institutions. This is done by applying the work of Gibbs and Simpson (2004/5) to e-assessment practices. To illustrate the practical effects of this evidence-based framework, the authors use UNSW@ADFA to demonstrate the possibilities for new e-assessment practices and their potential to drive systemic change. The authors conclude that the incorporation of these structured, evidence-based e-assessment practices demonstrably improve learning outcomes and student engagement without increasing the workload of staff and students.

A Multi-Stakeholder Perspective of Analytics for Learning Design in Location-Based Learning

2021 ◽  
Vol 13 (1) ◽  
pp. 1-17
Author(s):  
Gerti Pishtari ◽  
María Jesús Rodríguez-Triana ◽  
Terje Väljataga
Keyword(s):  
Situated Learning ◽  
Data Analytics ◽  
Research Community ◽  
Educational Institutions ◽  
Learning Design ◽  
Multiple Stakeholders ◽  
Learning And Teaching ◽  
Stakeholder Perspective ◽  
Multi Stakeholder

Promoted by the growing access to mobile devices and the emphasis on situated learning, location-based tools are being used increasingly in education. Multiple stakeholders could benefit from understanding the learning and teaching processes triggered by these tools, supported by data analytics. For instance, practitioners could use analytics to monitor and regulate the implementation of their learning designs (LD), as well as to assess their impact and effectiveness. Also, the community around specific tools—such as researchers, managers of educational institutions, and developers—could use analytics to further improve the tools and better understand their adoption. This paper reports the co-design process of a location-based authoring tool that incorporates multi-stakeholder analytics for LD features. It contributes to the research community through a case study that investigates how analytics can support specific LD needs of different stakeholders of location-based tools. Results emphasise opportunities and implications of aligning analytics and LD in location-based learning.

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