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

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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

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– 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