Large Wind Energy Converter: Growian 3 MW

The final report on the projected application of larger-scale wind turbine on the northern German coast is summarized. The designs of the tower, machinery housing, rotor, and rotor blades are described accompanied various construction materials are examined. Rotor blade adjustment devices auxiliary and accessory equipment are examined

Capturing and representing deliberation in participatory planning practices

In this paper we argue for the importance of capturing and representing deliberation in participatory planning practices. We discuss the concept of deliberation in planning theory, and argue for a paradigm that puts deliberation at the centre of public participation to planning decision. We argue that in order to enable effective participation, the normally ephemeral delib- eration process needs to be captured and represented so that the information and knowledge gathered during deliberation is visible for all, can be effectively traced, reused, and can actively influence planning decisions. To scaffold this we describe the integration of three technologies to create a collective project memory structured against five dimensions of participatory plan- ning processes: dialogical, social, spatial, temporal and causal. Based on several authentic par- ticipatory planning cases, we report that this supported deliberation across planning tasks, communication modes, time and environments. The coupled use of online and offline group- ware technologies created a more expressive and transparent participatory knowledge base than is possible with conventional media, and enhanced participatory planning by: supporting the effective capture and representation of deliberation processes and products; providing a rich picture of the social setting in which planning decision develops and supporting reflection in and on planning actions

A wind field downscaling strategy based on domain segmentation and transfer functions

This paper presents a novel methodology for mesoscale‐to‐microscale downscaling of near‐surface wind fields. The model chain consists on the Weather Research and Forecast mesoscale model and the Alya‐CFDWind microscale model (assuming neutral stability). The downscaling methodology combines precomputed microscale simulations with a mesoscale forecast using a domain segmentation technique and transfer functions. As a result, the downscaled wind field preserves the mesoscale pattern but, at the same time, incorporates local mesoscale subgrid terrain effects, particularly at valleys and channelling zones. The methodology has been validated over a 9‐month period on a very complex terrain site instrumented with a dense observational network of meteorological masts. With respect to mesoscale results, the global skills of the downscaled wind at masts improve for wind direction and remain similar for wind velocity. However, a substantial improvement occurs under stable and neutral conditions and for high wind velocity regimes.This work has been partially funded by the High Performance Computing for Energy (HPC4E) project (call H2020-EUB-2015, Topic: EUB-2-2015, type of action RIA, Grant Agreement number 689772) and the SEDAR ("Simulación eólica de alta resolución") project. It has also been partially supported by the Energy-oriented Centre of Excellence (EoCoE) (Grant Agreement number 676629, funded within the H2020 framework of the EuropeanUnion). J.B. is grateful to a PhD fellowship from the IndustrialDoctorates Plan of the Government of Catalonia (Ref. eco/2497/2013). We also thank Daniel Paredes and Luis Prieto from Iberdrola Renovables S.A. for providing us access to met masts data for validation.Peer ReviewedPostprint (published version

Meeting the growing demand for engineers and their educators: the potential for open and distance learning

As with all teaching, open and distance approaches are successful only if based on good pedagogical design addressing the purpose, structure and pace of the material, hence engaging students and encouraging active learning. For distance learning such pedagogical design is often expensive, and can only be justified by comparatively large student numbers. Much open and distance teaching offers meagre student support. To be successful, course developers must integrate student support into the learning materials, including such elements as a modest number of face-to-face sessions or electronic communication at a distance. This presentation discusses these issues in the context of SET distance teaching and presents examples of good practice from the UKOU, including: • an introductory course in ICT that adopts an issues-based approach, in order to de-mystify the subject and make it more attractive to students • resource-based approaches in engineering education • team projects at a distance • an emphasis on ‘active learning’ An argument is also to be made for the importance of openness if we really wish to promote engineering. In this context ‘openness’ means making programmes available to all students (even those without formal school-leaving qualifications) that will ultimately enable them to qualify as a professional engineer or an educator of engineers. The traditional approach to engineering education has been hierarchical and linear: a good school leaving certificate in mathematics / science followed by an often very theoretical university education plus an application-oriented final project. If we are serious about attracting new engineers, this will no longer do. An open and distance approach to engineering formation, based on outcomes rather than input educational levels, and with an emphasis on lifelong learning and professional development, can make a major contribution to chang

A knowledge server including tools for professional know-how transfer

This paper presents a research in progress on the use of knowledge engineering and knowledge management techniques for the development of a strategic approach for the transfer of professional know-how. This transfer is based on the design of devices for sharing and learning clearly identified knowledge in the oil industry domains. This work is based on a pilot study which was carried out in the PED department (Petroleum Engineering & Development) and it deals with upstream activity of the oil group Sonatrach. After the different phases of knowledge mapping, critical knowledge assessment, and strategic alignment, the KM process focus on knowledge elicitation, sharing, transfer and learning, based on design and implementation of specific tools called Knowledge Server, including Knowledge Books and e-Learning.E-learning, Knowledge management, Knowledge transfer, Knowledge engineering, Knowledge servers, Computer assisted human learning, Case study

Quality Assessment for E-learning: a Benchmarking Approach (Third edition)

The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them. However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement

Identity and belonging in social learning groups : the importance of distinguishing social, operational and knowledge-related identity congruence

Collaborative learning has much to offer but not all learners participate fully and peer groups can be exclusive. The paper examines how belonging or 'congruence' in learning groups is related to identities of gender, age, ethnicity and socio-economic status. A study of student experiences of collaborative learning on three different blended learning courses illustrated how learners negotiate identity congruence with peer groups to belong and engage. An analytical framework that distinguishes social, operational and knowledge-related identity congruence has emerged. Contrary to received wisdom, the social aspect appears least important for learner engagement while knowledge-related identity congruence is fundamental. Some of the consequences of identity incongruence, particularly concerning gender and maturity, are discussed and the paper points towards the pedagogies which might enable identities of group members to shift so that collaborative learning can flourish