Forecasting Solar Home System Customers’ Electricity Usage with a 3D Convolutional Neural Network to Improve Energy Access

Off-grid technologies, such as solar home systems (SHS), offer the opportunity to alleviate global energy poverty, providing a cost-effective alternative to an electricity grid connection. However, there is a paucity of high-quality SHS electricity usage data and thus a limited understanding of consumers’ past and future usage patterns. This study addresses this gap by providing a rare large-scale analysis of real-time energy consumption data for SHS customers (n = 63,299) in Rwanda. Our results show that 70% of SHS users’ electricity usage decreased a year after their SHS was installed. This paper is novel in its application of a three-dimensional convolutional neural network (CNN) architecture for electricity load forecasting using time series data. It also marks the first time a CNN was used to predict SHS customers’ electricity consumption. The model forecasts individual households’ usage 24 h and seven days ahead, as well as an average week across the next three months. The last scenario derived the best performance with a mean squared error of 0.369. SHS companies could use these predictions to offer a tailored service to customers, including providing feedback information on their likely future usage and expenditure. The CNN could also aid load balancing for SHS based microgrids

Student engagement and perceptions of blended-learning of a clinical module in a veterinary degree program.

Blended learning has received much interest in higher education as a way to increase learning efficiency and effectiveness. By combining face-to-face teaching with technology-enhanced learning through online resources, students can manage their own learning. Blended methods are of particular interest in professional degree programs such as veterinary medicine in which students need the flexibility to undertake intra- and extramural activities to develop the range of competencies required to achieve professional qualification. Yet how veterinary students engage with blended learning activities and whether they perceive the approach as beneficial is unclear. We evaluated blended learning through review of student feedback on a 4-week clinical module in a veterinary degree program. The module combined face-to-face sessions with online resources. Feedback was collected by means of a structured online questionnaire at the end of the module and log data collected as part of a routine teaching audit. The features of blended learning that support and detract from students’ learning experience were explored using quantitative and qualitative methods. Students perceived a benefit from aspects of face-to-face teaching and technology-enhanced learning resources. Face-to-face teaching was appreciated for practical activities, whereas online resources were considered effective for facilitating module organization and allowing flexible access to learning materials. The blended approach was particularly appreciated for clinical skills in which students valued a combination of visual resources and practical activities. Although we identified several limitations with online resources that need to be addressed when constructing blended courses, blended learning shows potential to enhance student-led learning in clinical courses

The Utilization of Data Analysis Techniques in Predicting Student Performance in Massive Open Online Courses (MOOCs)

The growth of the Internet has enabled the popularity of open online learning platforms to increase over the years. This has led to the inception of Massive Open Online Courses (MOOCs) that enrol, millions of people, from all over the world. Such courses operate under the concept of open learning, where content does not have to be delivered via standard mechanisms that institutions employ, such as physically attending lectures. Instead learning occurs online via recorded lecture material and online tasks. This shift has allowed more people to gain access to education, regardless of their learning background. However, despite these advancements in delivering education, completion rates for MOOCs are low. In order to investigate this issue, the paper explores the impact that technology has on open learning and identifies how data about student performance can be captured to predict trend so that at risk students can be identified before they drop-out. In achieving this, subjects surrounding student engagement and performance in MOOCs and data analysis techniques are explored to investigate how technology can be used to address this issue. The paper is then concluded with our approach of predicting behaviour and a case study of the eRegister system, which has been developed to capture and analyse data. Keywords: Open Learning; Prediction; Data Mining; Educational Systems; Massive Open Online Course; Data Analysi

Aligning the goals of learning analytics with its research scholarship: an open peer commentary approach

To promote cross-community dialogue on matters of significance within the field of learning analytics (LA), we as editors-in-chief of the Journal of Learning Analytics (JLA) have introduced a section for papers that are open to peer commentary. An invitation to submit proposals for commentaries on the paper was released, and 12 of these proposals were accepted. The 26 authors of the accepted commentaries are based in Europe, North America, and Australia. They range in experience from PhD students and early-career researchers to some of the longest-standing, most senior members of the learning analytics community. This paper brings those commentaries together, and we recommend reading it as a companion piece to the original paper by Motz et al. (2023), which also appears in this issue.Horizon 2020(H2020)883588Algorithms and the Foundations of Software technolog

Harnessing collective intelligence for the future of learning – a co-constructed research and development agenda

Learning, defined as the process of constructing meaning and developing competencies to act on it, is instrumental in helping individuals, communities, and organizations tackle challenges. When these challenges increase in complexity and require domain knowledge from diverse areas of expertise, it becomes difficult for single individuals to address them. In this context, collective intelligence, a capacity of groups of people to act together and solve problems using their collective knowledge, becomes of great importance. Technologies are instrumental both to support and understand learning and collective intelligence, hence the need for innovations in the area of technologies that can support user needs to learn and tackle collective challenges. Use-inspired research is a fitting paradigm that spans applied solutions and scientific explanations of the processes of learning and collective intelligence, and that can improve the technologies that may support them. Although some conceptual and theoretical work explaining and linking learning with collective intelligence is emerging, technological infrastructures as well as methodologies that employ and evidence that support them are nascent. We convened a group of experts to create a middleground and engage with the priorities for use-inspired research. Here we detail directions and methods they put forward as most promising for advancing a scientific agenda around learning and collective intelligence

Solar Home Systems: A comprehensive literature review for Sub-Saharan Africa

Solar home systems (SHSs) have seen rapid growth and have proven to be a viable source of electricity for households due to their capability to reach remote users that do not have access to grid systems. Based on a comprehensive literature review of 139 papers focussing on SHSs in Sub-Saharan Africa, this paper highlights the key trends, research gaps and policy recommendations. The literature was categorised into four themes: institutional, technology, viability and user-centric. The review finds that the current primary themes of research are technology, user-centric and viability. This highlights the need for further research into the institutional barriers of SHSs, as well as the regulatory frameworks and incentives needed to increase their adoption. The most popular topics discussed in the reviewed literature included SHS business models, SHS design, the energy demand of end-users and barriers to SHS adoption. The authors also identified paucity of research in countries with low electrification rates, highlighting new locations for SHS research

The Future of Online Teaching and Learning and an Invitation to Debate

This chapter opens by re-visiting the social and economic context of UK higher education, a context dominated by globalisation, new liberalism and competition, but also shaped by the opportunities associated with digital learning. It revisits theories of pedagogy and issues arising from the chapters focusing particularly on: online forums in teaching, developing a learning community through digital technology and analysing how such technology shapes the identity of teachers. Finally, it argues that despite constraints, challenges and work intensification, technologies are an important resource within Higher Education, increasing access and broadening reach whilst also contributing to the formal and informal education of citizens and positively contributing to the creation of critical publics - publics with the capacity to challenge established social norms and centres of power