European Solar Engineering School ESES : Past and Future

The European Solar Engineering School ESES is a one-year masters program that started in 1999 at the Solar Energy Research Center SERC, Dalarna University College. It has been growing in popularity over the years, with over 20 students in the current year. Approximately half the students come from Europe, the rest coming from all over the globe. This paper described the contents and experiences from seven years of running the programme and the plans for adapting the programme to the Bologna process. The majority of the students from ESES have found work in the solar industry, energy industry or taken up PhD positions. An alumni group has been started that actively gives support to past, present and potential future students.

Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation

Background: Constructive alignment (CA) is a pedagogical approach that emphasizes the alignment between the intended learning outcomes (ILOs), teaching and learning activities (TLAs) and assessment tasks (ATs) as well as creation of a teaching/learning environment where students will be able to actively create their knowledge. Objectives: This paper aims at investigating the extent of constructively-aligned courses in Computer Engineering and Informatics department at Dalarna University, Sweden. This study is based on empirical observations of teacher’s perceptions of implementation of CA in their courses. Methods: Ten teachers (5 from each department) were asked to fill a paper-based questionnaire, which included a number of questions related to issues of implementing CA in courses. Results: Responses to the items of the questionnaire were mixed. Teachers clearly state the ILOs in their courses and try to align the TLAs and ATs to the ILOs. Computer Engineering teachers do not explicitly communicate the ILOs to the students as compared to Informatics teachers. In addition, Computer Engineering teachers stated that their students are less active in learning activities as compared to Informatics teachers. When asked about their subjective ratings of teaching methods all teachers stated that their current teaching is teacher-centered but they try to shift the focus of activity from them to the students. Conclusions: From teachers’ perspectives, the courses are partially constructively-aligned. Their courses are “aligned”, i.e. ILOs, TLAs and ATs are aligned to each other but they are not “constructive” since, according to them, there was a low student engagement in learning activities, especially in Computer Engineering department.

Engineering tools

The aim of this report is to give an overview of the results of Work Package 5 “Engineering Tools”. In this workpackage numerical tools have been developed for all relevant CHCP systems in the PolySMART demonstration projects (WP3). First, existing simulation platforms have been described and specific characteristics have been identified. Several different simulation platforms are in principle appropriate for the needs in the PolySMART project. The result is an evaluation of available simulation and engineering tools for CHCP simulation, and an agreement upon a common simulation environment within the PolySMART project. Next, numerical models for components in the demonstration projects have been developed. These models are available to the PolySMART consortium. Of all modeled components an overall and detailed working principle is formulated, including a parameter list and (in some cases) a control strategy. Finally, for four CHCP systems in the PolySMART project, a system simulation model has been developed. For each system simulation a separate deliverable is available (D5.5b to D5.5e) These deliverables replace deliverable 5.4 ‘system models’. The numerical models for components and systems developed in the Polysmart project form a valuable basis for the component development and optimisation and for the system optimisation, both within and outside the project. Developers and researchers interested in more information about specific models can refer to the institutes and contact persons involved in the model development.