Enhancing Teaching Techniques for Smart Energy Systems

1. Technical University of Košice Faculty of Electrical Engineering and Informatics Department of Electrical Power Engineering Advanced Teaching Techniques Establishing Smart Energy System Curriculum at Russian and Vietnamese Universities Training on Advanced Teaching Techniques for Smart Energy System Study Program Riga, Latvia, 18thMarch 2019

2. Teaching system

3. Teaching process phases The teaching process as a whole can be divided into the individual phases in which it is implement individual partial goals. The following phases can be observed during the every class: • Motivational phase – preparing students for active learning • Exposure phase – introductory introduction of pup students with new learning • Fixation phase – initial repetition and validation of the curriculum • Diagnostic phase - examining acquired knowledge, skills, skills and habits The phases of the learning process are the starting point for a methodical arrangement of teaching lesson. Lessons in which all phases are applied are called a combined lessons. Lesson in which only one phase is dominated is then referred to as lesson of a particular type, e.g. lesson of new knowledge, lesson of refinement and validation of the curriculum, lesson of examining students' knowledge.

4. Motivational phase At this stage, it is important for the teacher to attract interest of students in learning and to motivate them. The learning outcomes depend in a large scale on whether the student approaches to learning activities with interest or force. Good motivation is a guarantee of half the success. The teacher should use various motivational factors in terms of student specificities (learning for future profession, knowledge, joy of friends/family).

5. Exposure phase This phase follows the previous and the teacher from a number of teaching methods chooses those, having regard to the content of the curriculum, with regard to students their intended activities, taking into account the external conditions that will achieve the best educational outcomes. Typically, teacher does not choose one teaching technique/method, but he/she uses multiple techniques/methods. The transition from one method to another is called methodical turnover. The task of this phase is to give the students the right idea of the course to learn the curriculum. Here the teacher can use didactic technique, appropriate teaching aids, cares for the activity of students and supports their creative approach.

6. Fixing phase Its task is to repeat the curriculum and to consolidate students' knowledge. Several fixation methods can also be used here. Curriculum reinforcement and reinforcement should be implemented in new, changed conditions and situations. Without application to practice, the students also have knowledge, but they do not know it if needed.

7. Diagnostic phase Diagnosis is detection, recognition. At this stage, it's about the finding of tracking progress and learning outcomes of students. Preliminary diagnosis can also be used in the exposition and fixation phase: by brief questions the teacher continuously learns the course of learning. It provides feedback to the teacher: either he or she modifies his / her access to students based on the findings (e.g. re-explains the curriculum, uses a different teaching technique/method, etc.). If, after learning, the teacher uses different methods to determine the degree of student learning, we talk about the diagnosis of the learning outcomes. The level of knowledge acquisition is not only a measure of student activity but also a result of didactic work of the teacher. The diagnosis thus fulfills the feedback function. Student diagnosis (testing) should be sensitive, evaluation must be rightful (fair-play).

8. Simulation-based learning Simulationis a technique for practice and learning that can be applied to many different disciplines and trainees. It is a teaching technique (not a technology) to replace and amplify real experiences with guided ones, that evoke or replicate substantial aspects of the real world in a fully interactive fashion. Simulation-based learning can be the way to develop professionals’ knowledge, skills, and attitudes, whilst protecting students from unnecessary risks. Simulation-based electro-technical education can be a platform which provides a valuable tool in learning. Simulation-based training techniques, tools, and strategies can be applied in designing structured learning experiences, as well as be used as a measurement tool linked to targeted teamwork competencies and learning objectives. It has been widely applied in field such a power engineering.

9. Simulation-based learning In smart energy system study program, the simulation offers good scope for training of interdisciplinary electro-technical teams. The realistic scenarios and equipment allows for retraining and practice till one can master the procedure or skill. An increasing number of universities and electro-technical schools are now turning to simulation-based learning. Teamwork training conducted in the simulated environment may offer an additive benefit to the traditional didactic instruction, enhance performance, and possibly also help reduce errors.

10. Simulation-based learning The skills requirement which can be enhanced with the use of simulation include: • Technical and functional expertise training • Problem-solving and decision-making skills • Interpersonal and communications skills or team-based competencies All of these share a common thread in that they require active listening and collaboration besides possession of the basic knowledge and skills. With every study programme it is best to have feedback and debriefing sessions that follow. Feedback must be linked to learning outcomes and there must be effective debriefing protocols following all simulation exercises. Simulation is effective in developing skills in procedures that require eye–hand coordination and maneuvers (maintenance).

11. Simulation-based learning The essence of a team is the shared goal and commitment. It represents a powerful unit of collective performance, which can be done as an individual or mutually. These must eventually translate common purpose into specific performance goals. One of the important ingredients of teams with good outcomes is the basic discipline of the team. Simulation training and practice affords the essentials for creating an effective engineering team with a sense of group identity, group efficacy, and trust amongst members. There needs to be true engagement and understanding for team members to work together well. Examples of these can be seen in the incredible teamwork and excellent team dynamics that can exist during solving of complex engineering problems. Members who have had sufficient training and knowledge can be flexible enough to adapt to any new situation and break out of their ingrained routines and they get more proficient with time.

12. Simulation-based learning Some common fails that can be observed during team performance include: • The lack of understanding of roles and responsibilities of other team members, particularly across engineering disciplines. • The absence of clearly defined specified roles may persist, despite generally acceptable team performance; this may not become obvious until there is a change in team members, which then reveals the role confusion. • There is an unspoken assumption by members that everyone will perform at 100% efficiency and effectiveness. However, there is no method to measure this.

13. Simulation-based learning A simulation laboratory or laboratory center would be a long-term investment in smart energy education. It can be used for bachelor and master training (such as for doctoral study), for continuing engineering education (e.g., training in practical skills). To start off, there must be a convenient location, usually somewhere on the university or some company for convenience of proximity. The architecture plan and infrastructure must be decided upon in consultation with the trainers/end-users of the center. It must include adequate space for training small groups, rooms with one-way mirrors, and sufficient space for equipment setup, amongst other facilities. There must also be provision for video recording equipment. Manpower would include full-time technicians and a manager; the trainers are usually part-time university personnel.

14. Simulation-based learning The decision to purchase suitable equipment must only be made after adequate demonstration and trials have been done and all parties are satisfied. It is also important to have technical support from the vendors in the long term. The different forms of power engineering simulation technology training that can be considered for the center would include: • Particular simulators for the individual study course • Simulated engineering environment • Virtual procedure stations • Electronic engineering records

15. Simulation-based learning The features of simulation which best facilitate learning process of students include: • The ability to provide feedback • Repetitive practice • Curriculum integration • The ability to range the difficulty levels The educational benefits of simulation in smart energy system education include the following: • Deliberate practice with feedback • Exposure to uncommon events • Reproducibility • Opportunity for assessment of learners • The absence of risks to students

16. Advantages of simulation-based learning: • Simulation allows students to purposely undertake high-risk activities or procedural tasks within a safe environment without dangerous implications. • Simulation can improve trainees’ skills and allow them to learn from error. • Students are able to gain a greater understanding about the consequences of their actions and the need to reduce any errors. • Simulation offers trainee participation. Rather than sitting through a training lecture, students can practice what they have learnt and quickly learn from any mistakes without serious implications. • Students address hands-on and thinking skills, including knowledge-in-action, procedures, decision-making, and effective communication. • Simulated laboratory learning can be set up at appropriate times and locations, and repeated as often as necessary. • Simulation laboratory learning can be customised to suite beginners, intermediates and experts to hone their skills as to speak. • Feedback can be given to learners immediately and allow them to understand exactly what went wrong and how they can improve. • Students don’t have to wait for a real situation to come up in order to learn.

17. Disadvantages of simulation-based learning: • Simulation is not always able to completely re-create real-life situations. • Simulating laboratory environment can be very expensive and require constant updates and maintenance. • Not every situation can be included. • The results and feedback are only as effective as the actual training provided. • Teachers need to be trained on how to use the software and/or hardware and this takes up time and costs money. • No real consequences for mistakes may result in students under performing and not being fully engaged in the training, thus producing inaccurate results.

18. Simulation-based learning Simulation-based learning has opened up a new educational application in smart energy system field. Evidence-based practices can be put into action by means of protocols and algorithms, which can then be practiced via simulation scenarios. The key to success in simulation training is integrating it into traditional education programmes. The engineering universities must be engaged early in the process of development of a programme such as this. Champions and early adopters will see the potential in virtual reality learning and will invest time and energy in helping to create a curriculum. They can then help to engage the wider engineering community. Teamwork training conducted in the simulated environment may also offer an additive benefit to the traditional didactic instruction, enhance performance, and possibly also reduce errors.

19. Thank you for your attention Department of Electric Power Engineering Faculty of Electrical Engineering and Informatics Technical University of Košice Mäsiarska 74 042 01 Košice Slovak Republic E-mail: kee.fei@tuke.sk http://kee.fei.tuke.sk Tel: +421 / 55 / 602 3550