Search results

This paper aims to present a new master’s programme for promoting energy access and energy efficiency in Southern Africa.

A transdisciplinary approach called “participatory integrated assessment of energy systems” (PARTICIPIA) was used for the development of the curriculum. This approach is based on the two emerging fields of “multi-scale integrated assessment” and “science for governance”, which bring innovative concepts and methods.

The application of the PARTICIPIA methodology to three case studies reveals that the proposed transdisciplinary approach could support energy and development policies in the region. The implementation of the PARTICIPIA curriculum in three higher education institutions reveals its ability to respond to the needs of specific contexts and its connection with existing higher education programmes.

Considering energy issues from a transdisciplinary approach in higher education is absolutely critical because such a holistic view cannot be achieved through engineering curricula. Deliberate and greater efforts should be made to integrate methods from “multi-scale integrated assessment” and “science for governance” in higher education curricula to train a new breed of modern-day energy planners in charge of coming up with solutions that are shared by all relevant stakeholders.

This paper presents an innovative higher education curriculum in terms of the attention given to energy access and energy efficiency that affect the southern Africa region and the nature of the methodology adopted to face these issues.

Integrating laboratory work into interactive engineering eLearning contents augments theory with practice while simultaneously ameliorating the apparent theory-practice gap in traditional eLearning. The purpose of this paper is to assess and recommend media that currently fulfil this desirable dual pedagogical goal.

The qualitative approach compares the eLearner-content interactivity deriving from Mathematica’s Computable Document File (CDF) application, Pearson’s myLab and Lucas-Nuelle’s UniTrain-I. Illustrative interactive examples written in JavaScript and Java are thereby drawn from an engineering eLearning course developed at the University of Botswana (UB).

Based on its scientific rigour, wide application scope, engineering analytical depth, minimal programming requirements and cross-subject-cum-faculty application and deployment potential, the authors found the CDF to be a versatile environment for generating dynamically interactive eLearning contents. The UniTrain-I, blending a multimedia information and communication technology (ICT)-based interactive eLearner-content philosophy with practical laboratory experimentation, is recommended for meeting the paper’s dual eLearning goal as the most adept framework to-date, blending dynamic interactive eLearning content with laboratory hands-on engineering experimentation.

The lack of other competing frameworks limited the considerations to only the three mentioned above. Consequently, the results are subject to review as the ongoing research advances new insights.

The conclusions help eLearning designers plan ICT-based resources for integration into practical electrical engineering eLearning pedagogy and both CDF and UniTrain-I help dispel the prevailing apparent disquiet regarding the effectiveness of the eLearning-mediated electrical engineering pedagogy. In addition, the cited examples document an original electrical engineering eLearning course developed at the UB.

This paper reports on the process of developing a blended online engineering course at the Faculty of Engineering and Technology of the University of Botswana. It presents the actual development process in terms of its management, the University's preferred pedagogical approach to student‐centred learning and the consequent technological choices and deployment. In that regard, the paper will demonstrate the development of the Electrical principles course (EEB211) focusing attention on what was done, how and what result was achieved. This paper will be a useful reference for all those staff expected to develop their online courses alongside their normal face‐to‐face lectures.

The conceptualisation of technology adoption has largely been based on the Bass or some Bass-derived model – notably, the logistic model. Logistic-type models offer limited insights regarding the adoption process dynamics or the utility value of their results. The purpose of this paper is to outline an alternative technology adoption framework based on complex adaptive networks.

An agent-based methodological approach is proposed. In it the actors, factors, goals, and adaptive learning influences driving solar energy technology adoption (SETA) process are first substantiated by empirical evidence gathered using field questionnaires and then incorporated in the simulation of a dynamic complex adaptive network of SETA. The complex adaptive network model is based on simple heuristic rules applied using a modified preferential attachment scheme within a NetLogo simulation environment.

The interim results suggest an emergent network where prominent hub “driver” agents underlining the robustness of the model are statistically discernible.

The research is limited to solar photovoltaic and solar water heating technology adoption in Botswana households; however, its results are far-reaching.

These results can be related to sustainable energy policy design. There, targeted incentive mechanisms can be formulated against the backdrop of the identified environmental factors and actors; the aim being to accelerate and cascade SETA.

The results could also be cascaded to other sectors and other non-solar technologies, thus providing a general alternative framework for enabling the widespread adoption of technologies.

This research therefore represents a novel way of utilizing the new science of networks to accelerate SETA.