Provningsmetod för integrerade sol-biosystem : Årsverkningsgrad genom korttidsmätning

Test method for integrated solar- biomass systems - Long term prediction trough short term measurementsSP Technical Research Institute of Sweden and SERC, Dalarna University have in cooperation developed a test method for integrated solar and biomass systems. The test method is performed under six days including two summer days, two winter days and two spring/autumn days true to real weather conditions and loads for a single family house. The aim of the test method is to get information about a Combisystem’s annual performance and operation throughout a short term test. Seven different solar Combisystems have been tested within the project together with a pellet boiler without solar collectors. In addition to that a comparative testing has been performed at the two laboratories at SP and at SERC on the same Combisystem. The test method developed within the project has been proved to withstand the aim of the project, which is to be able to compare the performance between the systems. The test method is also suitable for identification of possible operation problems so they can be taken care of and consequently improves the system.The project and the system testing reveal that it is in general favorable to combine biomass pellets with solar heating. Pellet boilers has normally a low performance during the summer period but combined with a solar collector the boiler can be switch off during this period. There are however big differences in performance between the tested. The efficiency of the pellet boiler is highly dependent of the operating conditions and elements like heat losses from the system, system configuration and control strategy have great influence of the performance of the system and the emissions. On the other hand, the performance and the size of the solar collectors have a minor effect on the overall system performance. There is obviously a big potential for improvement of the system´s performance and the developed test method is an essential way to implement this perfection.

Distance teacher education – some experiences from Dalarna University, SwedenPaper presented at the 33rd Annual ATEE Conference Brussels, Belgium, 23rd – 27th August 2008

Distance teaching is now-a-days used in different shapes. However, it is something different from traditional campus organised education as it systematically uses Information Communication Technology (ICT) as a key element. When the distance teacher education started in Sweden many teacher educators doubted the wisdom of this. They expressed that the educational process to become a teacher would be deteriorated. For instance, they feared for high drop out rates and difficulties to examine in a proper way. The Swedish National Agency for Higher Education has recently edited a report that showed that this form of teacher education was well adapted to the labour market, but the possibilities for the teacher students to shape their education were relatively limited. However, we still know quite little about the effects of this way to educate teacher students. This paper explores the possibility of using distance teacher education.In a case study 20 students, who were the first to finish a complete a distance teacher education at Högskolan Dalarna, were asked in a questionnaire how they had apprehended their education. We also interviewed four of these students, as well as five teacher educators.One of our findings were that the distance teacher education reached new target groups, who not had been able to participate in university studies if it not had been offered in this form. Especially, this was valid for the middle-aged women, living a long distance away from a university, with social responsibilities for children or old parents. Other findings were that these students in general were target oriented and ambitious, wrote more than the campus students and developed that kind of skill better. Marratech, an ICT system for small groups, e-mail and chat were used for the communication. Marratech was considered to permit free and spontaneous communication, both of the teacher educators and the students. Initially the teacher educators were sceptical to distance teacher education, but afterwards they were surprised of how well it had worked. They declared that they had better and nearer contact with their students and more control over the students´ performance, but some parts of the teacher education were better suitable for campus education, for example, power of creating characters. Distance teacher education was considered time consuming and demanded much activity from the teacher educators as the students wanted rapid responses. This study indicates that distance teacher education works well for mature individuals with high motivation. However, it demands more time from the teacher educators, but it gives in general good results. Still, there are pedagogical challenges to overcome. Maybe we should reflect on a mix of distance teacher education and campus based teacher education, instead of separated ways of accomplishing teacher education?