Advanced Building Energy Data Visualization

Advanced Building Energy Data Visualization is a way to detect performance problems in commercialbuildings. By placing sensors in a building that collects data from example, air temperature and electricalpower, then makes it possible to calculate the data in Data Visualization software. This softwaregenerates visual diagrams so the building manager or building operator can see if for example thepower consumption is to high.A first step (before sensors are installed in a building) to see how the energy consumption is in abuilding can be to use a Benchmarking Tool. There is a number of Benchmarking Tools that is availablefor free on the Internet. Each tool have a bit different approach, but they all show how much energyconsumption there is in a building compared to other similar buildings.In this study a new web design for the benchmarking tool CalARCH has been developed. CalARCHis developed at the Berkeley Lab in Berkeley, California, USA. CalARCH uses data collected only frombuildings in California, and is only for comparing buildings in California with other similar buildingsin the state.Five different versions of the web site were made. Then a web survey was done to determine whichversion would be the best for CalARCH. The results showed that Version 5 and Version 3 was the best.Then a new version was made, based on these two versions. This study was made at the LawrenceBerkeley Laboratory.

Building a Learning Architecture : e-Learning and e-Services

With the rapid advancement of the webtechnology, more and more educationalresources, including software applications forteaching/learning methods, are available acrossthe web, which enables learners to access thelearning materials and use various ways oflearning at any time and any place. Moreover,various web-based teaching/learning approacheshave been developed during the last decade toenhance the capability of both educators andlearners. Particularly, researchers from bothcomputer science and education are workingtogether, collaboratively focusing ondevelopment of pedagogically enablingtechnologies which are believed to improve theinfrastructure of education systems andprocesses, including curriculum developmentmodels, teaching/learning methods, managementof educational resources, systematic organizationof communication and dissemination ofknowledge and skills required by and adapted tousers. Despite of its fast development, however,there are still great gaps between learningintentions, organization of supporting resources,management of educational structures,knowledge points to be learned and interknowledgepoint relationships such as prerequisites,assessment of learning outcomes, andtechnical and pedagogic approaches. Moreconcretely, the issues have been widelyaddressed in literature include a) availability andusefulness of resources, b) smooth integration ofvarious resources and their presentation, c)learners’ requirements and supposed learningoutcomes, d) automation of learning process interms of its schedule and interaction, and e)customization of the resources and agilemanagement of the learning services for deliveryas well as necessary human interferences.Considering these problems and bearing in mindthe advanced web technology of which weshould make full use, in this report we willaddress the following two aspects of systematicarchitecture of learning/teaching systems: 1)learning objects – a semantic description andorganization of learning resources using the webservice models and methods, and 2) learningservices discovery and learning goals match foreducational coordination and learning serviceplanning.

Pedagogical Methods in Web-Based Language Teaching

This paper presents a research project that is being conducted at Dalarna University in Sweden. The aim is to study the following: 1) The quality of online language education compared with that of campus education, and 2) Advantages and disadvantages of online language education and how the disadvantages might be overcome. The project consists of two parts: pedagogical methods in online language education from the teachers’ point of view and from the students’ point of view. The first part was conducted in 2012 and various characteristics (benefits and difficulties) of online language education were identified. Flexibility and wider opportunities were general benefits, while lack of physical co-presence, difficulty in having lively debates/discussions, and high dropout rates were among the problems. The second part of the project (being conducted in 2014) aims to investigate how students experience online language learning. The goal is to explore alignments and misalignments between teachers’ perspectives and students’ perspectives, and to develop methods to enhance the quality of online education.