Innovative Online Vocational Training of Renewable Energy Technologies (INNOVRET)

Full text

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Journal of Information and Education Technology, Vol. 4, No. 1, February 2014
127
DOI: 10.7763/IJIET.2014.V4.383
 Abstract—Heat pump systems are very important at a
European level as they help meet the 20-20-20 targets of the EU
policy. In recent years, the European market for these
technologies has increased constantly. In addition to having
insufficient numbers qualified in heat pump systems installation,
current training has been recognised to have limitations. If high
quality, standardised training in heat pump systems is not
provided, it could result in a drawing back of the market
development of heat pump systems in the EU. Furthermore, the
low efficiency, poor reliability and increased cost of heat pump
system installation and maintenance, which has resulted from
poor training has also resulted in disillusionment on the part of
the purchaser, notwithstanding the obstacles of time, cost and
distance on the part of the installer with regard to training.
INNOVRET (Innovative Online Vocational Training of
Renewable Energy Technologies), a Leonardo da Vinci funded
project, aims to address the need for training sufficient
numbers in heat pump system installation throughout the EU.
The innovative online training solution developed by the
INNOVRET team will overcome the time, cost and distance
constraints of learners through the delivery of the training in a
flexible and accessible way. The methodological approach to
training delivery is based on the Competence-based Knowledge
Space Theory (CbKST). CbKST is a framework for
representing the conceptual organisation of a given body of
competences, which supports self-regulated learning. By
developing competencies in the installation and maintenance of
heat pump systems, installers and maintenance personnel all
over Europe will be able to leverage these capabilities in order
to increase their employability in the emergent heat pump
system sector.
Index Terms—Online training, competence-based knowledge
space theory, self-regulated learning, moodle, heat pump.
I. INTRODUCTION
In recognition of the need for growth, competitivity,
employability and sustainability, one of the goals of the
„Europe 2020 Strategy‟ concerns the promotion of “a more
energy and resource efficient, sustainable, low carbon, secure,
interconnected and competitive Europe, to the benefit of all
consumers” i.e. 20% less greenhouse gas emissions, 20%
renewables in final energy consumption and 20% increase in
energy efficiency [1]-[3]. Heat pump systems are a critical
component of achieving such energy efficiency. Recent
Manuscript received May 30, 2013; revised September 10, 2013. This
work was supported by the Leonardo da Vinci Programme.
A. Dimache, A. Brennan, and T. Roche are with the Galway-Mayo
Institute of Technology, Galway, Ireland (e-mail: aurora.dimache@gmit.ie,
attracta.brennan@gmit.ie, tom.roche@gmit.ie).
S. Kopeinik and L. C. Winter are with Graz University of Technology,
Graz, Austria (e-mail: s.kopeinik@tugraz.at, l.winter@tugraz.at).
D. Albert is with Graz University of Technology and University of Graz,
Graz, Austria (e-mail: dietrich.albert@tugraz.at).
studies show that whilst heat pumps currently cut CO2
emissions by 8% of global emissions [4], which is one of the
largest that a single technology can offer, this will increase in
the near future, because of increased efficiency due to
technological developments. This is further underscored by
the fact that at the end of 2011, there were 4.57 million heat
pumps installed in 20 countries, with predictions showing
continuous demand increases [5]. Notwithstanding this
„prediction‟, a condition of the EU Directive on renewable
energy (RES Directive) regarding heat pumps and their role
in helping member states attain a 20% share of energy from
renewable sources by 2020 requires that heat pumps meet
minimum performance standards [6]. The European Heat
Pump Association (representing the majority of the European
heat pump industry) contends that an essential component of
meeting such standards is the correct installation of reliable
heat pumps [7]. Whilst European training programmes in
heat pump technology are currently available, they have
severe limitations. A report from the UK indicated that badly
installed heat pumps resulted in 87% of these systems
under-performing (below a COP of 3.0) [8].
In addressing the need for high quality heat pump systems
training programmes and the EU focus on life-long learning
(to promote European competitivity and growth) [9], the
INNOVRET (Innovative Online Vocational Training of
Renewable Energy Technologies) project aims to provide an
online training solution for heat pump installers comprising
online learning approaches, proven and tested pedagogical
models, industry validated content and a state of the art fully
integrated, interactive energy laboratory.
The INNOVRET e-training programme will address the
training and upskilling needs of geographically dispersed,
vocational learners throughout Europe. The accessibility,
flexibility and adaptability of the online solution will support
competence based, self-regulated learning and will foster a
broader penetration into the targeted European marketplace
with the potential for certifying sufficient heat pump
maintenance personnel and installers to meet predicted
demands.
This paper is describing the online solution offered by
INNOVRET for vocational training in heat pump systems
installation. The research team is currently working on the
preliminary testing of the e-training programme. Feedback is
being collected and will be used in the next stage of the
project, the refinement of the online solution.
II. GAPS IN TRAINING OF HEAT PUMP SYSTEM
INSTALLATION
Article 14.3 of the RES Directive requires each Member
State to develop certification schemes for small-scale RET
Innovative Online Vocational Training of Renewable
Energy Technologies (INNOVRET)
A. Dimache, S. Kopeinik, A. Brennan, T. Roche, L. C. Winter, and D. Albert

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Journal of Information and Education Technology, Vol. 4, No. 1, February 2014
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(renewable energy technology) systems and recognise the
certification awarded by other Member States in accordance
with those criteria [6]. In response (and also acknowledging
the problems/limitations with current non-standard heat
pump training programmes), the European Heat Pump
Association has developed the EUCert – a training and
certification scheme – which aims to have a common,
mutually accepted heat pump installer certificate in all
participating countries. Currently, over 935 trained installers
have trained on the EUCert [10]. Whilst there is an
acknowledged need for further trained installers, statistics
from the EHPA shows that the number of trainees is
stagnating due to barriers of cost, time and distance [10]. As
an alternative, they suggest that an online course would
overcome these obstacles thereby resulting in more trained
installers, more quality installations, better performances of
the already efficient heat pumps and more consumer
confidence in an already growing market.
In addition to having insufficient numbers qualified in heat
pump systems (installation and maintenance), if high quality
training in heat pump systems is not provided, it could result
in a drawing back of the market development of heat pump
systems in the EU. Furthermore, the low efficiency, poor
reliability and increased cost of heat pump system installation
and maintenance, which has resulted from poor training has
also resulted in disillusionment on the part of the purchaser.
The Treaty of Lisbon – particularly article 166 [11], as
well as the 2020 strategic framework for European
cooperation in education and training (ET 2020) [12] have
reinforced the need of vocational education and training in
the acquisition and development of skills and competencies
needed for employability at a European level.
To optimise training and learning, the learner needs to be
provided with tools with which to interact and visualise
system operation whilst supported in the analysis and
evaluation of the heat pump system‟s performance under
different loading conditions. The learner also needs to be able
to interact with real system‟s data and learn from poor heat
pump system installation and maintenance whilst studying
the impact of real environmental conditions (in which the
system is operating) on efficient and reliable energy
generation and delivery mechanisms, using heat pumps.
A review of modern remote laboratories highlighted that
whilst there is an exponential growth of demand for such
laboratories to deliver an enhanced learning experience, their
limitations still exceed their capabilities to deliver [13]. The
overriding limitation is the need for new educational
concepts, “new pedagogical and cognitive practices of
learning and instruction” [14] and new learning media for
this environment [15]. Another limitation of remote
laboratories is the lack of coupling between the Learning
Management System (LMS) and the learner‟s progress [13].
This gap between remote laboratories and the LMS needs to
be closed for a more enriched learning experience [16].
Gravier et al. [16] also point out that whilst a remote
laboratory can bring a hands-on approach to the learner, the
current drawback of such laboratories concerns the ensuing
social isolation.
Aside from the solar energy e-learning laboratory at the
Technical University, Cyprus [15], there is very little
evidence internationally for the existence of online energy
laboratories, moreover online energy laboratories with access
to a variety of integrated RET systems.
III. THE INNOVATIVE ONLINE TRAINING SOLUTION OFFERED
BY INNOVRET
Combining pedagogical and technical expertise, the
INNOVRET project embeds a proven and tested online
pedagogical model and a state of the art interactive energy
laboratory in Moodle, a highly popular LMS. The resulting
course is offering content which is validated by industry, a
subject domain structured on the level of competences,
learning objects (LOs) in conjunction with associated
assessment items and Moodle plugins to support competence
based, self-regulated learning (SRL). To enhance the
experience, learning objects have been designed to cater to
different learning styles (e.g. audio, visual, kinaesthetic). The
INNOVRET model is presented in Fig. 1.
Fig. 1. The INNOVRET model.
A. Pedagogical Approach
INNOVRET‟s pedagogical model is based on the
Competence-based Knowledge Space Theory (CbKST) in
conjunction with self-regulated learning (SRL). Similar
approaches have been successfully applied in EU-funded
projects, such as ROLE [17] and iClass [18], [19].
The CbKST is a framework for representing the
conceptual organisation of a given body of competences. The
CbKST, as a cognitive approach, extends the behaviourist
Knowledge Space Theory [20]-[22] and requires the
identification of threshold concepts and associated
pre-requisite and co-requisite relationships between
competences. It also requires the creation of appropriate
assessments to evaluate a learner‟s current competence state
in said threshold concepts. Threshold concepts represent a
transformed way of understanding something without which
the learner would find it difficult to progress [23]. In the case
of the INNOVRET model, they represent a set of
competences (skills, abilities, knowledge and understanding
of concepts) [19], [24], [25] which underlie the set of
problems for the heat pump domain. The result of the
application of CbKST is a structured competence model

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enriched with corresponding learning objects (i.e. digital
content that may be used for learning, education or training
[26]) and associated assessments.
Within the INNOVRET project our understanding of
self-regulated learning (SRL) is in accordance with
Zimmerman‟s definition [27]. SRL is understood as a
learning cycle consisting of three phases the learner is
proactively engaged with. In INNOVRET these phases are
mainly caused on the three phases suggested by Zimmerman
(2002) and are introduced as “planning”, “learning” and
“reflecting”.
The main aim of the application of the CbKST in
INNOVRET is the introduction of adaptivity by means of
adaptive presentation of the learning content on the one hand
and adaptive assessment of the learner‟s current competence
state on the other hand. The adaptive system recommends
LOs which are appropriate to a learner‟s competence state.
The competence state has to be assessed previously (through
assessment items).
INNOVRET‟s model aims to combine
guided/personalised learning with principles of SRL. SRL
takes place for instance when learners select a learning
cycle‟s learning target (planning phase), freely navigate
through the recommended LOs (learning phase) or reflect
upon their last sessions learning progress. Therefore the
CbKST principles are linked to the phases of self-regulated
learning through the use of certain tools (see Fig. 2).
Fig. 2. Phases of SRL in INNOVRET with regard to the applied software
components (authoring tool, planning tool, recommendation tool, assessment
and learning progress tool).
A structured competence model enriched with
corresponding Learning Objects (LOs) and Assessment
Items (AIs) forms the CbKST Domain Model on which
INNOVRET‟s SRL tools are based. Through the
CbKST-based adaptive assessment, it is possible to identify a
person‟s current competence state while presenting a
reasonable number of assessment items, which spares
potential learning time. Based on the assessment, the
Recommendation Tool presents a collection of learning
objects tailored to an individual learner‟s abilities (i.e. neither
over- nor unchallenging) from which the learner selects in a
self-regulated manner. The learning progress is again
captured in an assessment and leads to a reflection
stimulating learning progress visualisation.
B. Moodle: the Learning Management System
Moodle (Modular Object-Oriented Dynamic Learning
Environment) has been selected as the Learning Management
System (LMS) for INNOVRET. Moodle is an open source
LMS which is capable of supporting the necessary high
levels of interaction, web visibility, online social networking,
and knowledge exchange [28]. Moodle includes many
features that improve pedagogical quality and many of the
essential tools that an e-learning system should contain [29].
It provides a variety of features to support teachers and
course developers to create and manage their online course,
which typically includes different kinds of LOs. Moreover,
Moodle has tracking features that allow the individual
participant's progress to be monitored as they work through
the learning module [30].
Despite all of the afore-mentioned advantages, Moodle is
usually course based, and does not cater to the individual
needs of students [31]. However, it is easily extendible (one
of the main reasons for the choice of Moodle is its supported
extensibility in terms of plug-ins and modules that can be
used for adjustments to the targeted learners‟ needs) and is
therefore an excellent platform with respect to adaptation.
Although many adaptive systems based on Moodle have been
developed, none of them take into account the SRL phases or
the CbKST. As already outlined, services and tools based on
CbKST algorithms were tailored specifically to
INNOVRET‟s needs and embedded in Moodle. Fig. 3 shows
the CbKST-based Authoring Tool which enables the
educator to assign a course‟s learning objects and assessment
items (i.e. problems) to the respective competences.
C. The Energy Laboratory
GMIT has installed a range of functional renewable energy
systems in a new online energy laboratory. Uniquely, the
students in this laboratory learn about the installation,
analysis and performance of integrated, real working
renewable energy systems rather than that of individual
renewable energy technologies, which is critical to their
effective real world deployment. Currently, in-class learners
are presented with a sophisticated web enabled man machine
interface which allows them to understand the construction,
live operation and performance of the systems – see Fig. 4.
Further, learners are allowed to view and extract
Fig. 3. Moodle and the authoring tool.

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performance data and trends for each individual component
of the system under different loading conditions, see figure 5.
A web camera has been commissioned to allow the students
to view the equipment online. Renewable energy
technologies in the lab include solar panels, biomass boilers,
heat pumps and wind turbines. Examples of energy
distribution systems include various under floor heating
systems and radiator technologies.
Fig. 4. MMI interface for heat pumps.
The training programme offered by INNOVRET supports
the learner in interacting and visualising heat pump system
operation whilst also being supported in the analysis and
evaluation of the heat pump system‟s performance under
different loading conditions.
IV. CONCLUSION
Heat pump systems are of crucial importance at a
European level as they help meet the 20-20-20 targets of the
EU policy. In recent years, the European market for these
technologies has increased constantly. In addition to having
insufficient numbers qualified in heat pump systems
(installation and maintenance), current training has been
recognised to have limitations.
However, through its innovative e-training programme,
INNOVRET aims to address the need for training sufficient
numbers in heat pump systems throughout the EU. It will also
address the time constraints of learners through the delivery
of the training in a flexible and accessible way such that
disruption is minimised. The training programme has an
ample visual component, to cater for the needs of skill-based
content. The methodological approach to training delivery is
based on the Competence-based Knowledge Space Theory.
Adaptive LO recommendation is time- and energy-saving,
efficient and motivating as frustration (caused by over
challenging LOs) and boredom (caused by unchallenging
LOs) are being avoided. Although this approach is
personalised, it also supports the learners within the
self-regulated learning process. By developing competencies
in the installation and maintenance of heat pumps, installers
and maintenance personnel all over Europe will be able to
leverage these capabilities in order to increase their
employability in the emergent heat pump system sector. The
e-training solution developed by the INNOVRET team will
contribute to the development of innovative ICT-based
content, services, pedagogies and practices within the context
of vocational education training.
ACKNOWLEDGMENT
We thank the European Commission for funding the
INNOVRET project (www.innovret.com) within the
Leonardo da Vinci Transfer of Innovation Programme.
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Aurora Dimache is a research assistant at Galway-Mayo Institute of
Technology (GMIT), Ireland. Currently she is involved in research activities
in the development of an online solution for vocational training in heat pump
systems installation. Her previous research experience lies in the areas of
tools and methodologies to support SMEs in improving their sustainability,
proactive engagement of SMEs with environmental issues and e-learning.
Besides research and lecturing activity (face-to-face and online), Aurora
worked in industry for a few years as she wanted to understand the needs of
industry and the possibilities for mutually beneficial co-operation between
industry and educational institutions.
Attracta Brennan is a lecturer on the Digital Media and Society Programme
in GMIT Mayo. She is also adjunct lecturer at NUI Galway and Regis
University, Denver, Colorado, where she is an online facilitator of the
Research and Fundamental to Programming modules on the M.Sc. in
Software Engineering and Database Technologies (M.Sc.S.E.D.) programme
which is a distance learning programme offered jointly by NUI Galway and
Regis University. Her main research interests are in pedagogy, e-learning,
interactivity, graphic and instructional design.
Thomas Roche is an academic in Galway-Mayo Institute of Technology
(GMIT) and has also participated in research activities in CIMRU in the
National University of Ireland Galway. His research interests lie in the areas
of energy management, tools and methodologies to support design engineers
develop environmentally superior products, development of tools for design
engineers for virtual enterprise models and e-learning tools. Dr. Thomas
Roche has led, managed and delivered multi-partner national and EU
research and development projects in collaboration with industry, the
institute and the university. He has supervised 14 PhD and Master students in
GMIT and is the author or co-author of more than 25 journal and conference
papers. In GMIT Dr. Thomas Roche has also gained experience in academic
administration and college management. Hehas acted as Head of Department
of Mechanical and Industrial Engineering for 3 years and has managed
programs within Department.
Lisa-Christina Winter is a psychologist, working as a researcher at Graz
University of Technology (TUGraz). She has been working within the
European project RECOBIA (Cognitive Science Section, Knowledge
Management Institute, Graz University of Technology). Her research focuses
on Cognitive Bias Mitigation and its application on Intelligence Analysis.
Dietrich Albert currently acts as CSS-team-leader at Graz University of
Technology (TUGraz, Knowledge Technologies Institute, Cognitive Science
Section, Austria; http://kti.tugraz.at/css/), professor emeritus at University of
Graz (KFUGraz, Department of Psychology, Cognitive Psychology and
Neuroscience, Austria). Furthermore he is a key researcher at the
Know-Center, the Austrian competence center for knowledge management.
He graduated from the University of Göttingen (Germany) with a degree in
psychology (Dipl.-Psychol.). His Dr.rer.nat. (D.Sc.) and his postdoctoral
degree (Habilitation) he received from the University of Marburg/Lahn
(Germany). He was professor of experimental psychology at the University
of Heidelberg (Germany) and he chaired the Cognitive Science Section (CSS)
at the Univ. of Graz from 1993 to 2010. CSS is an interdisciplinary team of
psychologists, computer scientists, and mathematicians. Until recently
Dietrich Albert was the Chair of the Board of Trustees of the Leibniz-Center
for Psychology Information (ZPID), Germany and a member of several
scientific advisory boards. His research topics cover several areas in
cognitive sciences; his current research focuses on knowledge and
competence structures, their applications, and empirical research - and their
integration with theories of education, motivation and emotion. He is
(co-)editor of several books, three of them on knowledge structures
(published by Springer-Verlag and by Lawrence Erlbaum), and (co-)author
of more than 150 publications in reviewed journals and proceedings
volumes (see http://kti.tugraz.at/css/team/dietrich-albert/).
Simone Kopeinik holds a degree in Computer Science working as a research
assistant at Graz University of Technology (TUGraz). She specialized in
Virtual Learning Environments with a focus on user modeling and resource
recommendation. Currently working at the TUGraz - Knowledge
Management Institute, she is involved in the projects INNOVRET and We
SPOT. Her research interest comprises e-learning applications and tools, the
use of 3D virtual worlds for learning, user adaptive and personalized
(learning) systems, as well as the implementation of (psycho-)pedagogical
models for user centred virtual environments.