E-LEARNING IN RENEWABLE ENERGY
IN EASTERN AND SOUTH EASTERN EUROPEAN COUNTRIES,
THE ARAB STATES AND CHINA
Introduction
One of the major problems that the scientific world has been experiencing in the past years is
the chronic brain-drain from the developing and transition countries towards the more developed
countries. One of the principal reasons for this movement is the difficulties facing researchers in
continuing their research activities in their home country due to a lack of connections with their
peers operating in the developed countries. New technologies today permit a continuous
exchange of information at reasonable cost by using video-communications among many
research centres distributed worldwide.
This UNESCO-ROSTE initiative intends to bring to the Eastern and South Eastern European
countries, the Arab states and China advanced courses in Renewable Energy through the use of
a wideband telecommunications infrastructure.
UNESCO and other international organizations have used the networking model for developing
cooperation in various areas of intellectual life for many years. Now, in the era of modern
communication and information technologies, networking activities can be more efficient than
hitherto. High-performance networks could prove to be a key tool for strengthening Research
and Development within and among countries of Eastern and South Eastern Europe, the Arab
states and China. The major objective of this network is to collect and disseminate information,
to arrange training activities, to promote innovation processes and to stimulate new methods
and new modes for using equipment, service facilities and databases, while encouraging the
researchers to stay in their home cities for most of the time.
The ultimate target will be to upgrade the initial receive-only systems in the countries to an
interactive bi-directional broadband communication system that will provide a powerful means of
exchanging information rapidly.
The idea is to use the e-learning system in synchronous mode for training the “managers” of the
different energy technologies. At the same time the same learning materials can be adapted to
be used by internet in asynchronous mode and other e-learning materials can be developed for
training the “operators and installer of renewable energy systems”. This means that the training
materials for managers will be implemented with specific learning materials that local experts
can use for training their operators.
In order to promote sustainable development in the target countries, in fact, besides the training
of the “scientists” it is also necessary to train the technicians of the renewable resources.
Project description
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Course delivery:
Multimedia technology is a new exciting field with many applications that are growing rapidly.
Among them those related to educational programs are taking place with a variety of forms
which are used for a new way of presenting the content of dictionaries, textbooks, etc. where
words are used together with sounds, images, video clips, in order to attract the interest of the
"reader".
The proposed E learning in Renewable energy field wants to test the feasibility of a mixed mode
to approach teaching by giving to the participants the possibility of attending classes with a
professor teaching and with the possibility to ask questions during classes (synchronous
service). Moreover, the participants have the possibility to test their preparation offline by solving
problems and answering questions prepared by the teachers, and to have access to a set of
slides, which should be linked with video clips derived from the lectures (asynchronous service)
Objectives of renewable energy e-learning project
The distance learning courses will be addressed to three target users: renewable energy
Managers, renewable energy Operators and renewable energy Technicians.
The main objectives of the courses for renewable energy managers are:
Provide know-how in the development & management of renewable energy systems leading to.
(a)
reduction in greenhouse affect
(b)
sustainable development
(c)
promote the renewable energy technology market
Together with the above mentioned scientific/technological objectives:
The creation of a cost-effective mechanism for the wider dissemination of information
and effective linkage within and among the Central and Eastern European countries, Arab
countries and China with Europe;
Training of students carrying out their research studies in Renewable Energy in countries
where high-quality tuition may not be readily available.
Creation of a special website for the wider dissemination of information and effective
linkage within and among the target countries.
Description of activities:
The project is made up of:
1) Training Course for managers/decision makers, designers/operators and technicians of
systems using renewable energies, using video and audio conferencing by Internet. The course
is comprised of modules and organized under topics. Lectures will be given on the basis of a
scheduled timetable and are to be delivered over a period of 10/11 months.
2) Technological workshop to be held in the capital cities of the participating countries with the
participation of the public and private companies funding the project. Workshops will bring the
Project description
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experience of the more significant Renewable energy projects in Europe to the course and to
discuss the various technologies employed and their practical application specifically for each
country.
Technological partners
UNESCO-ROSTE
FAO-Food Agriculture Organization
Italian Ministry for University and Research
ENEA – Italian Agency for New Technology, Energy and Environment
ENEL – Holding company
ENI- Holding company
CEI-Central European Initiative
ISES- International Solar Energy Society
Duration of the projects:
April 2006, with extension through to March/April 2007.
Partners in the project:
UNESCO-ROSTE, Venice, Italy
FAO-Food Agriculture Organization
CEI-Central European Initiative, Trieste, Italy
Italian Ministry for University and Research, Rome, Italy
ENEA, Rome, Italy
ENI solare, Rome, Italy
ISES
Proposed management and steering responsibility:
An ad hoc committee will be established with directors of Institute of the participating countries
and the Partners of the project.
Meeting for the practical organization of the project, between participating institutes, will be held
in Venice in March 2006.
Participating countries:
Institutions from Eastern and South Eastern European countries, Arab countries and China
connected by Internet:
Albania, Algeria, Armenia, Azerbaijan, Bahrain, Belarus, Bosnia & Herzegovina, Bulgaria,
China, Croatia, Czech Republic, EAU, Egypt, FYR of Macedonia, Georgia, Hungary, Iran,
Kazakhstan, Moldova, Morocco, Oman, Palestine, Poland, Romania, Federation of
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Russia,Serbia & Montenegro, Slovakia, Saudi Arabia, Slovenia, Tunisia, Turkey, Ukraine,
Uzbekistan, Yemen.
Plan of operation
In order to activate the UNESCO initiative on the e-learning for renewable energy the following
operational plan has been defined:

Definition of the technologies of interest for the specific countries and the different target
audiences; this activity will be performed together with experts from Universities,
Academies and public and private centers of the different countries.

Establishment of industrial sponsorship which will contribute to this initiative.

The courses themselves will be realized with ENEA and the other partners in e-learning
technology, and will be based mainly on material that ENEA researchers or other
partners have already used for training.

The courses will be transmitted with satellite technology for synchronous e-learning
activity, to be followed by internet-based asynchronous diffusion.
see:http://odl.casaccia.enea.it
for asynchronous e-learning activity

The e-learning courses will be then used for training different class of users at anytime in
centres that will have internet access.

The internet e-learning system has multiple opportunities:
i. synchronous lecture has the possibility of interactivity through a chat line
ii. asynchronous lecture for people who have missed the lecture or want to
connect from any other site
iii. possibility of adjournment of the courses at any time to permit interaction
with other services such as tutoring on line.
Renewable energy sectors:
The training courses will be held on the following renewable energy fields:
(a)
Energy and Sustainable development
(b)
Thermo Solar
(c)
Photovoltaic
(d)
Biomass/ Biogas
(e)
Wind energy
(f)
Hydrogen and Fuel cells
(g)
Geothermal
(h)
Small Hydro power
(i)
Advanced technologies for energy efficiency for buildings
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Broadcasting lessons
A synchronous system for the distribution of lectures using video and audio conferencing to
keep the actual functionality of classes with a high interaction between students and teachers,
even if they are geographically separated over a large territory. The teacher uses standard
support like blackboard, viewgraph, etc and lecturers are diffused by videoconferencing with the
possibility of direct interaction with students.
Lectures are given on the basis of a pre-determined time table and are delivered through
Internet with a guaranteed Quality of Service.
An asynchronous system for the management of course material and activities will offer support
to the distant classes. This system should provide a sound back-up through the implementation
of individual training facilities and co-ordination. It is a full-based interactive module for selflearning and has been designed in order to support the off-line teaching activities related to
lecture notes, quizzes, tutoring, FAQs, etc. The software platform is compatible with the two
browsers Microsoft Internet Explorer and Netscape Navigator. The platform enables three
different accesses:Teacher, Participants and Administration.
a) Software installation and administration
The computer system administrator installs the software on the server and distributes logins and
passwords to the teachers, students and administrators of the courses.
b) Teacher
Each Teacher has to access his own space, easily manageable with on-line help, in which are
shown the modules he is in charge of. He may view one of the modules by accessing the home
page of the module, which shows all the available services.
The teacher could upload a new chapter, prepared off-line, simply by adding/correcting the
chapters present in the file system. There is also the possibility of sending e-mails to the
participants inquiring about the module and covering any unexpected difficulties encountered.
c) Participants
Once enrolled, the Participant has his own access to the system (login and password) which
enables him to access the modules he is registered for.
The Participant selects the module he wants to access and has the possibility to go through
available services, e.g. the module content, lecture notes, or can proceed with quizzes or
homework.
d) Quizzes
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The organization of quizzes is based on a question with multiple choices and the Participant
selects one of them.
e) FAQs
Frequently Asked Questions (FAQs) should be organized by arguments in order to allow
Participants to obtain answers to the FAQs, before accessing directly to the teacher.
f) Time and Work Management
Some time it is useful to give a time constraint to complete the preparation. It is possible to
schedule the access to the chapters of the module in the sequel with a given timing, as happens
for class attendance, and also to give a deadline to answer Quizzes and to complete the module
preparation.
Minimum hardware and software requirements
Standard equipment
Desktop with Pentium IV processor, 1GHz (or higher)
RAM 512 MB,
Hard Disk 40GB
Ethernet board
Audio board sound blaster 16 bit or compatible
Loudspeaker
Operating System Windows NT 4.0, or Windows 2000 Workstation, or Windows 98, or Windows
ME, or Windows XP
Browser Netscape Navigator 4.7 or Microsoft Internet Explorer 3.2
Microsoft Power Point
For interactive connection is also required
access to Internet for e-mail. For full interactivity is also required:
1 microphone,
1 Webcam with acquisition video board (e.g.: Miro PC/TV or Hauppauge, etc.) or digital
videocamera with USB port and a USB port on the PC
a guaranteed bandwidth through Internet connection of 300 kbit/s
For Internet stations
1 router
1 XDSL link
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Software
Most of the software has been developed for the course and will be available upon request upon
enrolment.
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COURSES PROGRAM, STRUCTURE AND CONTENTS OF THE UNESCO E-LEARNING
COURSES ON RENEWABLE ENERGY
By Internet
Scientific coordination for the project:
Course
subject
Energy and
sustainable
development
ENEA (A. Moreno, F.P. Vivoli)
Synchronous Asynchronous
connection
connection
and duration
and duration
(hours)
(hours)
Promoter
Course
coordinator
Teachers
Technical
Technical
officers and officers
and
decision
decision
makers: 4
makers: 4
ENEA
F.P.Vivoli
ENEA - Aldo
Iacomelli Emanuele
Piccino
Designers: 8
+
ISES
ISES
Designers 12
Operators 8
Thermo Solar
Technical
Technical
officers and officers
decision
decision
makers: 4
makers:8
Designers: 20
ENEA
and
Braccio
ENEA Riccardo
Battisti/
Assolterm
De Lillo
ENEA - Claudio
Valentini - ISES
/ ENI
Technology
ENEA +
ITABIA +
ISES
Braccio
ENEA - David
Chiaromonti –
ISES/
University of
Florence
ENEA +
ISES-ANEV
Paolo
Tabarelli de
Fatis
ENEA - ISESANEV
+
ISES
ASSOLTERM
Designers: 30
Operators: 30
Photovoltaic
Technical
Technical
officers and officers
decision
decision
makers: 4
makers:8
Designers: 20
and
ENEA +
GIFI
and ENI
Designers: 50
Operators: 40
Technical
Technical
officers and officers
decision
decision
makers:8
Biomass/Biogas makers: 4
Designers: 32
and
Designers: 60
Operators: 20
Wind energy
Technical
Technical
officers and officers
and
decision
decision
makers: 4
makers: 8
Designers: 20
Project description
Designers: 40
8
Technical
Technical
officers and officers
decision
decision
makers: 4
makers:8
Hydrogen and
fuel cells
Designers:
32
ENEA
and
A. Moreno
ENEA Vincenzo Naso,
Fabio
Orecchini,
Enrico Bocci
/University La
Sapienza:
ENEL
…………
……….
ENEA
Morgante
ENEA
………..
+
ISES
Designers. 50
Operators: 12
Geothermal
Technical
Technical
officers and officers
and
decision
decision
makers: 4
makers: 8
Designers: 32
Designers: 40
Operators: 20
Mini hydraulic
Technical
Technical
officers and officers
and
decision
decision
makers: 2
makers: 4
Designers: 4
Designers: 12
Operators: 12
Advanced
technology for
energy efficiency
for buildings
Technical
Technical
officers and officers
decision
decision
makers: 4
makers:8
Designers: 20
and
+
ENEA Giuseppe
Onufrio- ISES
ISES
Designers: 50
Operators: 32
222 hours
Total
582 hours
This proposal is based on the premise that in order to promote the renewable energies at least
three different professional skills have to be promoted:

decision makers or technical officers belonging to public administration who have to
make decisions and find the founding in order to promote the renewable energies in their
country;

designers who need to design the best renewable energy plants for a particular location;

operators who need to know how to operate and, above all, how to maintain renewable
energy plants.
The e-learning courses will supply the theoretical knowledge but other two important elements
are necessary in order to realize and manage renewable energy plants:
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
acquisition of the technology,

tacquisition of the practical know how,
In order to cover these two aspects, a workshop, with the vendors of renewable energy
technologies, will be organized in each country; when the technology will be chosen, stages, in
research centers and enterprises which are owners of the specific technology, will be organized
for designers and/or operators.
The e-learning courses are divided in three levels for each type of energy, when necessary, in
order to cover the three classes of users.
The present courses program presents the Minimum Data Set (MDS) for each main subject.
Each MDS describes the characteristics of each renewable energy that will be treated during the
course. If some technologies are not applicable in some countries these “students” will be free
not to follow those lectures.
GENERAL INFORMATION

It is foreseen a general introduction to the renewable energies drivers and “scenario”

The workshops, which will follow the e-learning courses, will have the aim to investigate
possible business among the technology vendors and the decision makers.

The technology vendors and ENEA are also available for hosting stages in order give the
capability of designing, installing, or simple using the different technologies.

The media utilised is internet and can be used for the same target as well as for different
ones. In this document the following abbreviations have been used:
o
Internet synchronous transmission: the course is transmitted via internet; the
screen appears divided in three parts; the first part shows the speaker, the
second part shows the slides being illustrated; the third part is a chat line with the
speaker that can be used only during the transmission. It is not possible to
update. (abbreviation used IST) (see figure below). Examples of these web
seminars can be seen at the following web address but only after a free
compulsory “user registration”. http://192.107.71.126/alfa_netseminar/
Project description
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o
Internet asynchronous transmission: the same as the previous only that the
chat line is not active. These are structured multimedia courses divided into
modules, subjects, lessons enriched with hyperlinks, video and images. The
courses are suitable for different target thanks to the modular approach used. In
this way different targets can follow only the modules or the subjects they are
interested in. A self evaluation test can be added at the end of each module in
order to help the users in their knowledge acquisition. The interaction with the
expert can be made through the traditional e-mail. The content can be
continuously updated. (abbreviation used IEL). (See figure below).
An example of these kind of courses can be find
http://odl.casaccia.enea.it the registration is free but compulsory.
at
the
following
address
The project with the mixture of the above three methodologies of e-learning ensure a
continuous exchange among teachers/experts and “students” or, more general “users”. After the
first IST lectures, the users will be invited to follow the IEL courses and send questions to the
teachers; then, during the next lessons, answers to the most important questions will be given to
all the users. In this way a virtual community, constituted by all the participating countries, will
grow together and will gain more and more knowledge on renewable resources due to the “cross
fertilization effect”.
Project description
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STRUCTURE AND CONTENTS OF THE COURSES
Title
Target
Energy and sustainable development
1) Technical officials and Decision makers
2) Designers
3) Technicians
Objectives
1) Technical officials and Decision makers:
Give an introduction about renewable energies and environmental impact of
energy production. Technical and economic comparisons among different
technologies
2) Designers:
Give an introduction about renewable energies and environmental impact of
energy production. Technical and economic comparisons among different
technologies
3) Technicians:
Give an introduction about renewable energies and environmental impact of
energy production.
Hours of
lessons
1) 4 IST mode /12 IEL mode
2) 8 IST mode / 12IEL mode
3) 8 IEL mode
Contents
1) Technical officials and Decision makers

Need for energy, quantity and distribution of the sources: energy
scenarios

The Kyoto protocol and the different environmental impact of the
energy sources

Environmental impact of the different sectors: transport, industry,
houses

The green house effect

Renewable resources of energy;

Introduction to energy new technology and future applications

Technical and economic aspects of different technologies
2) Designers

Project description
Need for energy, quantity and distribution of the sources: energy
12
scenarios

The green house effect

Renewable resources of energy;

Introduction to energy new technology and future applications

Technical and economic aspects of different technologies
3) Technicians
Stage

Need for energy, quantity and distribution of the sources

The green house effect

Renewable resources of energy;

Introduction to energy new technology and future applications
ENEA
Teachers
curricula
Project description
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Technology
Target
Thermo-solar energy
1) Technical officials and Decision makers
2) Designers
3) Technicians
Objectives
1) Technical officials and Decision makers :
Basic knowledge on all the updated technical and plant aspects of the solar
technology will be provided.
Economical aspects and pay back evaluation will be exploited in order to
supply the knowledge useful for the management of promotion and diffusion of
this technology.
2) Designers:
Transfer knowledge on all the updated technical and plant aspects of the solar
technology in order to provide the designers of the right tools for a correct
design and installation. The standards needed for this purpose will be treated
as well as the installation, management and maintenance details.
Economical aspects and pay back evaluation will be exploited.
3) Technicians:
Basic knowledge on all the updated technical and plant aspects of the solar
technology. The standards needed for this purpose will be treated as well as
the installation, management and maintenance details.
Hours of
lessons
1) 4 IST /8 IEL
2) 2 IST/ 30 IEL
3) 30 IEL
Contents
1) Technical officials and Decision makers

the integration of solar panels in public and private architecture

best practice

advantages and disadvantages

Economical aspects: investment, maintenance, efficiency

Environmental Impact

Applications & Best Practices
2) Designers
Project description

general rules for energy balance

constructive element of the solar panels

designing of solar panels and plants

technical standards

the integration of solar panels in public and private architecture
14

best practice

advantages and disadvantages

Economical aspects: investment, maintenance, efficiency

Environmental Impact

Applications & Best Practices
3) Technicians
Stage

constructive element of the solar panels

technical standards

best practice

advantages and disadvantages

maintenance, efficiency

Applications & Best Practices
ENEA, ASSOLTERM
Teachers
curricula
Technology
Target
Photovoltaic energy
1) Technical officials and Decision makers
2) Designers
3) Technicians
Objectives
1) Technical officials and Decision makers :
Basic knowledge on all the updated technical and plant aspects of the
photovoltaic technology will be provided.
Economical aspects and pay back evaluation will be exploited in order to
supply the knowledge useful for the management of promotion and diffusion of
this technology.
2) Designers:
Transfer knowledge on all the updated technical and plant aspects of the
photovoltaic technology in order to provide the designers of the right tools for a
correct design and installation. The standards needed for this purpose will be
treated as well as the installation, management and maintenance details.
Economical aspects and pay back evaluation will be exploited.
3) Technicians:
Basic knowledge on all the updated technical and plant aspects of the
photovoltaic technology. The standards needed for this purpose will be treated
as well as the installation, management and maintenance details.
Hours of
Project description
1) 4 IST : mode / 8 IEL mode
15
lessons and
media used
2) 20 IST mode / 50 IEL mode
3) 40 IEL mode
Contents
1) Technical officials and Decision makers

photovoltaic technology;

the integration of photovoltaic plant in architecture

basic principles on design and realization of photovoltaic plants;
innovative photovoltaic components

examples of plant: technical and economical aspects

photovoltaic market

Economical aspects: investment, efficiency

Environmental Impact

Applications & Best Practices
2) Designers

photovoltaic technology; cells and modules, new materials

the evaluation of the size of the photovoltaic plant; solar radiation,
production flow, plant technological differences and economical
aspects

plant management, maintenance and safety aspects

the integration of photovoltaic plant in architecture

the design and the realization of photovoltaic plants; innovative
photovoltaic components

design criteria, design validation and plant certification

energetic and electric design criteria

examples of plant: technical and economical aspects

functional verification of components and certification of the plants

maintenance of the photovoltaic plant and periodic inspections

photovoltaic market

the technical standards for the photovoltaic plants

Economical aspects: investment, efficiency

Environmental Impact

Applications & Best Practices
3) Technicians
Project description

photovoltaic technology;

the evaluation of the size of the photovoltaic plant; solar radiation,
production flow, plant technological differences
16
Stage

plant management, maintenance and safety aspects

design criteria, design validation and plant certification

energetic and electric design criteria

functional verification of components and certification of the plants

maintenance of the photovoltaic plant and periodic inspections

the technical standards for the photovoltaic plants

Applications & Best Practices
ENEA, GIFI
Teachers
curricula
Project description
17
Technology
Target
Biomass energy
1) Technical officials and Decision makers
2) Designers
3) Technicians
Objectives
1) Technical officials and Decision makers
Provide basic information and criteria to evaluate the feasibility of a biomass
plant. Provide economical and technical evaluation of different plants
2) Designers
Provide basic information and criteria to evaluate the feasibility of a biomass
plant. Provide economical and technical evaluation of different plants
Describe the phases for the development of the biomass plants concerning the
most relevant and economical technologies.
3) Technicians:
Provide basic information and criteria to evaluate the feasibility of a biomass
plant.
Provide knowledge for the analysis of biomass
Installation, maintenance and control systems
Hours of
lessons
1) 4 IST/ 8 IEL
2) 32 IST / 60 IEL
3) 20 IEL
Contents
1) Technical officials and Decision makers

introduction to biomass

different sources of biomass

Technologies for the use of biomass

Best practice

Economical aspects: investment, maintenance, efficiency

Environmental Impact

Applications & Best Practices
2) Designers
3) Technicians
Stage
ENEA, ITABIA
Teachers
curricula
Project description
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Project description
19
Technology
Wind Energy
Target
1) Technical officials and Decision makers
2) Designers
3) Technicians
Objectives
1) Technical officials and Decision makers:
Give information about the wind as a resource and the world market for the
wind energy
2) Designers:
Give information about the development of a project through the analysis of
the wind resources and the site characteristics.
3) Technicians:
Give information about the actual WTG technology
Hours of
lessons
Contents
1) 4 IST / 8 IEL
2) 20 IST / 40 IEL
i.
ii.
Wind sources and their energy evaluation

World market for the wind energy

Economical aspects

Environmental Impact

Applications & Best Practices
Wind sources and their energy evaluation

Find the right site for the plant

Environmental and landscape requirements

Integration of the wind energy plant in the landscape

Wind Turbines and different typology of wind energy plant

Technology and application of the wind energy plant

Components of a wind turbine and control systems (including
monitoring systems)

Connection to the electrical network

Economical aspects: investment, maintenance, efficiency

Environmental Impact

Applications & Best Practices
3) Wind Turbines and different typology of wind energy plant
Project description

Technology and application of the wind energy plant

Components of a wind turbine and control systems (including
20
monitoring systems)

Stage
Connection to the electrical network
ANEV
Teachers
curricula
Technology
Target
Hydrogen energy and fuel cells
1) Technical officials and Decision makers
2) Designers
3) Technicians
Objectives
1) Technical officials and Decision makers :
Give general information about hydrogen and different fuel cells technology.
Applications and technical and economic evaluation.
Future scenario in the different field of application.
2) Designers:
Give technical information about hydrogen and different fuel cells technology.
Give the capability of choosing the right technology in function of the required
application and evaluate the economic aspect.
Future scenario in the different field of application.
3) Technicians:
Give general information about hydrogen and different fuel cells technology.
Provide with basic knowledge on the fuel cells maintenance.
Hours of
lessons
1) 4 IST / 8 IEL
2) 32 IST / 50 IEL
3) 12 IEL
Contents
1) Technical officials and Decision makers

Basic information about Hydrogen production by non renewable energy
and from renewable resources); biomass and urban waste
thermochemical and chemical processes

fuel cells: technology, chemical-physical principles, different types of
fuel cells, advantages and disadvantages, the energy distribution

use of fuel cell in transportation

Possible applications and best practices.

Environmental Impact

Applications & Best Practices
2) Designers

Project description
Hydrogen production by non renewable energy (carbon and gas) and
from renewable resources (electrolysis and solar, wind and hydraulic
21
energy); biomass and urban waste thermochemical and chemical
processes

fuel cells: technology, chemical-physical principles, different types of
fuel cells, advantages and disadvantages, the energy distribution

use of fuel cell in transportation

Problems, maintenance, research, perspectives, previsions and safety

possible applications and best practices.

Hydrogen as an energy vector, distribution and stockage

Environmental Impact

Applications & Best Practices
3) Technicians
Stage

Basic information about Hydrogen production by non renewable energy
and from renewable resources); biomass and urban waste
thermochemical and chemical processes

fuel cells: technology, chemical-physical principles, different types of
fuel cells, advantages and disadvantages, the energy distribution

use of fuel cell in transportation

Problems, maintenance, and safety

possible applications and best practices.

Applications & Best Practices
ENEA
Teachers
curricula
Project description
22
Technology
Target
Geothermal energy
1) Technical officials and Decision makers
2) Designers
Objectives
1) Provide basic information and criteria to evaluate the feasibility of a
geothermal project.
2) Describe the phases for the development of a geothermal project and the
relevant technological and economical aspects.
Hours of
lessons
1) 4 IST / 8 IEL
2) 32 IST / 40 IEL
3) 20 IEL
Contents
1) Technical officials and Decision makers

Geothermal systems and different typology of energy plant

Economical aspects: investment, financing

Social impact
2) Designers
Stage

Geothermal systems and different typology of energy plant

World market for the geothermal energy

Exploration and development of geothermal resources

Technology and components of a geothermal system

Environmental and landscape requirements

Connection to the energy network

Economical aspects: investment, operation and maintenance costs
ENEL
Teachers
curricula
Project description
23
Technology
Target
Small Hydro Power (SHP)
1) Technical officials and Decision makers
2) Designers
3) Technicians
Objectives
1) Technical officials and Decision makers :
Basic knowledge on all the updated technical and plant aspects of the SHP
plants
Economical aspects and pay back evaluation will be exploited in order to
supply the knowledge useful for the management of promotion and diffusion of
this technology.
2) Designers:
Transfer knowledge on all the updated technical and plant aspects of the SHP
plants in order to provide the designers of the right tools for a correct design
and realization. The standards needed for this purpose will be treated as well
as the installation, management and maintenance details.
Economical aspects and pay back evaluation will be exploited.
3) Technicians:
Basic knowledge on all the updated technical and plant aspects of the SHP
plants. The standards needed for this purpose will be treated as well as the
realization, management and maintenance details.
Hours of
lessons
1) 2 IST / 4 IEL
2) 4 IST/ 12 IEL
3) 12 IEL
Contents
1) Technical officials and Decision makers

the classification of SHPO plants

best practice

advantages and disadvantages

Economical aspects: investment, maintenance, efficiency

Environmental Impact

Integration with watering system and agricultural irrigation

Applications & Best Practices
2) Designers
Project description

general rules for plants location

constructive element of the hydroelectric plants

hydroelectric potential evaluation

energy production evaluation
24

designing of hydroelectric plants

technical standards

advantages and disadvantages

Economical aspects: investment, maintenance, efficiency

Integration with watering system and agricultural irrigation

Environmental Impact

Applications & Best Practices
3) Technicians
Stage

constructive element of the hydroelectric plants

technical standards

advantages and disadvantages

maintenance, efficiency

Applications & Best Practices
ENEL
Teachers
curricula
Technology
Target
Advanced technology for energy efficiency for buildings
1) Technical officials and Decision makers
2) Designers
3) Technicians
Objectives
1) Technical officials and Decision makers :
Give basic technical principle for the following technologies:

Natural cooling and heating

Summer and winter conditioning

Green lighting

Energetic buildings re-qualification
For each of the above technologies costs and pay back will be evaluated
2) Designers:
Give technical principle and useful know how to the design and realizations of
the following technologies:
Project description

Natural cooling and heating

Summer and winter conditioning

Green lighting
25

Energetic buildings re-qualification
For each of the above technologies costs and pay back will be evaluated
3) Technicians:
Give basic technical principle and general operative instruction for the
following technologies:
Hours of
lessons

Natural cooling and heating

Summer and winter conditioning

Green lighting

Energetic buildings re-qualification
1) 4 IST / 8 IEL
2) 20 IST /50 IEL
3) 32 IEL
Contents
1) Technical officials and Decision makers

Energy efficiency and problems related to the buildings

Economical aspects: investment, maintenance, efficiency

Environmental Impact

Applications & Best Practices
2) Designers

Energy efficiency and problems related to the buildings

Integration of energy efficiency in the design

Economical aspects: investment, maintenance, efficiency

Design principles for each of the technology mentioned in the
objectives

Environmental Impact

Applications & Best Practices
3) Technicians
Stage

Energy efficiency and problems related to the buildings

Economical aspects: investment, maintenance, efficiency

Applications & Best Practices
??
Teachers
curricula
Project description
26
Project description
27