Knowledge Management & E-learning

A Brief Report on

An E-Learning Course on Renewable Energy

Distant Internet Education on

Renewable Energy Technologies
(DIERET)

Mr. Nawa Raj Dhakal

September, 2009
 Table of Contents

Cover page 1
Table of contents 2

1. Background 3
1.1 Definitions of Knowledge Management 3
1.2 Scope of Knowledge Management 4

2. Distance Education/ E-Learning and Knowledge Management 4

3. A Distance Learning Course on Renewable Energy 5

3.1 Distant Internet Education on Renewable Energy Technologies (DIERET) 6
3.1.1 WHY DIERET? 6
3.1.2 ENROLLMENT OF STUDENTS 7
3.1.3 STUDY MATERIALS 7
3.1.4 EVALUATION TESTS - CRITERIA FOR PASSING THE COURSE 8
3.1.5 DIERET CERTIFICATE 8
3.1.6 CONTENTS OF THE STUDY MATERIAL 8
3.1.7 CONTACT DETAILS 9

4. Discussion 10

5. Conclusion 11

6. References 11

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1. Background

Knowledge is essential in everyday work. Knowledge is used as an overall term, without making a
further difference between wisdom, intelligence, creativity etc. A common expression for
knowledge is "information in action", i.e., information applied for a purpose. Thereby it is pointed
out that knowledge is context-specific.

Consider the following observation made by Neil Fleming as a basis for thought relating to the
following diagram [1]:
 A collection of data is not information.
 A collection of information is not knowledge.
 A collection of knowledge is not wisdom.
 A collection of wisdom is not truth.
The idea is that information, knowledge, and wisdom are
more than simply collections. Rather, the whole
represents more than the sum of its parts and has a
synergy of its own.

Knowledge is defined by the Oxford English Dictionary as (i) expertise, and skills acquired by a
person through experience or education; the theoretical or practical understanding of a subject, (ii)
what is known in a particular field or in total; facts and information or (iii) awareness or familiarity
gained by experience of a fact or situation.
 
Knowledge Management (KM) comprises a range of practices used in an organization to identify,
create, represent, distribute and enable adoption of insights and experiences [2]. Such insights and
experiences comprise knowledge, either embodied in individuals or embedded in organizational
processes or practice. The general purpose of KM is to make knowledge usable for more than one
individual, e.g. for an organization as a whole; that is, to share it.

1.1 Definitions of Knowledge Management

Following are some definitions of knowledge management:

 The process of systematically and actively managing and leveraging the stores of knowledge
in an organization [3].
 Organizing, sharing and applying knowledge through the support of people and technology
[4].

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  Discipline within an organization that ensures that the intellectual capabilities of an
organization are shared, maintained and institutionalized [5].
 The activities related to the capture, use and sharing of knowledge by the organization [6].

To sum up, KM can be defined as involving people and information technology in creating,
using/organizing and dissemination of knowledge.

1.2 Scope of Knowledge Management

KM efforts typically focus on organizational objectives such as improved performance, competitive

advantage, innovation, the sharing of lessons learnt, and continuous improvement of the
organization. KM efforts overlap with organizational learning, and may be distinguished from that
by a greater focus on the management of knowledge as a strategic asset and a focus on encouraging
the sharing of knowledge. KM efforts can help individuals and groups to share valuable
organizational insights, to reduce redundant work, to avoid reinventing the wheel per se, to reduce
training time for new employees, to retain intellectual capital as employees’ turnover in an
organization, and to adapt to changing environments and markets.

A broad range of thoughts on the KM discipline exist with no unanimous agreement; approaches
vary by author and school. As the discipline matures, academic debates have increased regarding
both the theory and practice of KM, to include the following three perspectives [2]:
 Techno-centric with a focus on technology, ideally those that enhance knowledge sharing
and creation
 Organizational with a focus on how an organization can be designed to facilitate
knowledge processes best
 Ecological with a focus on the interaction of people, identity, knowledge, and environmental
factors as a complex adaptive system similar to a natural ecosystem

Early KM technologies included online corporate yellow pages as expertise locators and document
management systems. Combined with the early development of collaborative technologies, KM
technologies expanded in the mid-1990s. Subsequent KM efforts leveraged semantic technologies
for search and retrieval and the development of e-learning tools for communities of practice [2].

2. Distance Education/ E-Learning and Knowledge Management

Distance education, or distance learning, is a field of education that focuses on the pedagogy and
andragogy, technology, and instructional systems design that aim to deliver education to students
who are not physically "on site". According to the U.S. Department of Agriculture, “distance
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education is a process to create and provide access to learning when the source of information and
the learners are separated by time and distance, or both.” In other words, it is the process of creating
an educational experience of equal qualitative value for the learner to best suit their needs outside
the classroom. Rather than attending courses in person, teachers and students may communicate at
times of their own choosing by exchanging printed or electronic media, or through technology that
allows them to communicate in real time and through other online ways [7].

E-learning (or sometimes electronic learning or eLearning) is a term which is commonly used, but
does not have a common definition. Most frequently, it is used for web-based distance education,
with no face-to-face interaction. However, also much broader definitions are common. For example,
it may include all types of technology enhanced learning (TEL), where technology is used to
support the learning process. Furthermore, it is often used interchangeably with various other
related terms, such as distance learning, distributed learning, and electronic learning. Lately in
most Universities, e-learning is used to define a specific mode to attend a course or programmes of
study where the students rarely or never meet face-to-face, nor access on-campus educational
facilities, because they study online [8].

Hence, distance education and E-learning can be considered as synonymous for a web-based
distance education, with no face-to-face interaction. Since KM makes the use of information
technology for capturing, organizing and dissemination of knowledge, it also facilitates E-learning.
So, E-learning can be considered as one of the application of KM with fast growing scope in the
recent years. With the recent trend of technological advancement, E-learning is becoming more
recognized for its potential in providing individualized attention and communication with students
internationally.

3. A Distance Learning Course on Renewable Energy

Modern society continues to rely largely on fossil fuels to preserve economic growth and today's
standard of living. But because of the depletion of fossil fuels, the world is coming to a shortage of
such fuels and exploitation and exploration of renewable energy is the prime concern of today’s
world. Renewable energy is ‘the energy generated from natural resources—such as sunlight, wind,
rain, tides, and geothermal heat—which are renewable or naturally replenished’. Another term
sustainable energy is also in common use, which means ‘the provision of energy such that it meets
the needs of the present without compromising the ability of future generations to meet their needs’.
It includes all renewable energy sources and the technologies that improve energy efficiency (i.e.,
using less energy to provide the same level of energy service).

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In the modern world, where everything changes at an extremely fast rate, a constant and everyday
updating of knowledge is necessary. Global climate change, emission of green house gases, high oil
price, limited world oil reserves are driving increasing search for new alternative and green energy
resources. So, renewable energy has become one of the important and favorite subjects of study in
recent years. The following sections give a brief account on a renewable energy course that can be
completed in distant learning mode.

3.1 Distant Internet Education on Renewable Energy Technologies (DIERET) [9]

Course Title: Distant Internet Education on Renewable Energy Technologies (DIERET)

Type: Post-Graduate Programme
Provider: INFORSE*(www.inforse.org)

*INFORSE (International Network for Sustainable Energy) is a

worldwide network consisting of 140 Non Governmental Organizations
working in about 60 countries to promote sustainable energy and social
development. The Network was established in Rio de Janeiro in 1992 to
secure follow-up in the political decision sat the United Nations
Conference on Environment and Development (UNCED).

DIERET is a free educational course offered to INFORSE members and the general public to
upgrade knowledge on renewable energy technology. The course was prepared in the framework of
the INFORSE North-South co-operation. The development of the material was supported by the
Forum for Energy Development Denmark, and European Commission DG Environment Civil
Society Support and the Danish Outdoor Council.

INFORSE launched DIERET in 1999. Each round includes 25-30 students, and rounds have been
held in 2000, 2001, 2002, 2003, and 2004, 2005, 2007, and 2008.

In 2003, it was translated to Russian and Albanian with support from the Danish Outdoor Council
Small Grant Fund.

3.1.1 WHY DIERET?

Education on sustainable energy is an INFORSE priority. The main goal of DIERET is to supply
students with knowledge that is not usually covered by ordinary educational institutions (including
universities). The students who are completing the course will obtain basic knowledge about
renewable energy technologies and their use in different parts of the world. For students from

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NGOs, this means the acquisition of reliable arguments in campaigns and lobbying for sustainable
energy development. Students from developing counties can use the course as their starting point
for promotion of renewable energy in rural areas. Students will be equipped also with the abilities to
design simple systems utilizing renewable energy technologies and thus provide technically backed
answers to the renewable energy technology related problems.

3.1.2 ENROLLMENT OF STUDENTS

If you are interested in joining the study course, please forward a request at any point during the
year to project leader Emil Bedi/FAE. Students accepted will be informed by the project leader
about their tasks in the study course and the best way of communication will be agreed. Students
will receive a set of materials (modules and examination tests) by e-mail and will be asked to send
answers to the project leader. The maximum time available for completion of the DIERET course is
set for 4 months (does not include delays in communication).

3.1.3 STUDY MATERIALS

DIERET study materials consist of five modules and examination tests. The study materials consist
of about 300 pages and 450 illustrations.

The study materials are divided to the following chapters:

1. Why Renewables?
2. Biomass Energy
3. Solar Energy
4. Hydro Power
5. Wind Energy
6. Alternative Fuels for Transportation (New in 2006)
Annexes on Organising and Policy Making for Renewable Energy Cases, Units

The text in each module includes introduction, history, technology, applications, guides etc (Details
given in section 3.1.6). When you enroll to the course, you will receive the study materials and the
questions. You can also download the text material from the internet or buy a CD which includes
the materials.

At each chapter, there are approx. 20 questions, which have to be answered by the student.
Questions are set not to be difficult and can be answered without any technical background
knowledge.

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3.1.4 EVALUATION TESTS - CRITERIA FOR PASSING THE COURSE

It is proposed that students will have to answer correctly at least 75 % of all answers in each module
to pass the examination. All questions bear equal weight meaning that e.g. at least 15 of 20
questions will have to be answered correctly in each module. Students will be informed about their
results.

3.1.5 DIERET CERTIFICATE

All successful students will receive a Certificate issued by the INFORSE Secretariat and signed by
the project leader, co-coordinators and head of INFORSE Secretariat. Despite the fact that
INFORSE is not recognized as the educational institution (now), we are certain that this Certificate
and knowledge will help you in future.

3.1.6 CONTENTS OF THE STUDY MATERIAL

1. WHY DO WE NEED RENEWABLES?

- ENERGY TODAY
- ENERGY CONSUMPTION - SUSTAINABILITY PROBLEM
- ENVIRONMENTAL EFFECTS OF ENERGY USE
- SOCIAL PROBLEMS RELATED TO ENERGY USE
- RENEWABLE ENERGY SOURCES
- LITERATURE

2. SOLAR ENERGY
- INTRODUCTION
- POTENTIALS
- SOLAR ENERGY UTILISATION
- PASSIVE SOLAR ENERGY USE
- SOLAR COLLECTORS
- SOLAR THERMAL POWER PRODUCTION
- PHOTOVOLTAICS
- GUIDELINES FOR ESTIMATION OF SOLAR POTENTIALS, BARRIERS AND EFFECS
- LITERATURE - SOLAR ENERGY

3. BIOMASS
- INTRODUCTION
- ENERGY VALUE
- BENEFITS OF BIOMASS AS ENERGY SOURCE
- ENVIRONMENTAL BENEFITS

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- BIOMASS FUELS
- BIOMASS FUELS IN DEVELOPING COUNTRIES
- METHODS OF GENERATING ENERGY FROM BIOMASS
- TECHNOLOGY EXAMPLES
- LOW-COST PRACTICAL DESIGNS OF BIOGAS TECHNOLGY
- CONVERSION OF BIOMASS INTO ELECTRICITY
- GUIDELINE FOR ESTIMATION OF BIOMASS
POTENTIALS, BARRIERS AND EFFECTS
- LITERATURE - BIOMASS

4. WIND ENERGY
- INTRODUCTION
- ENERGY IN THE WIND TECHNOLOGY
- APPLICATION OF WIND TURBINES
- ENVIRONMENTAL IMPACT OF WIND POWER PLANTS
- GUIDELINES FOR WIND POWER APPLICATIONS
- LITERATURE - WIND POWER

5. HYDRO POWER
- INTRODUCTION
- HYDRO POWER PLANTS
- TECHNOLOGY
- BIG OR SMALL HYDRO ?
- BIG HYDROPOWER
- SMALL HYDROPOWER
- OCEAN POWER

6. ALTERNATIVE FUELS FOR TRANSPORTATION

ANNEX:
- ORGANISING and POLICIES
- UNITS.

3.1.7 CONTACT DETAILS

DISTANCE INTERNET EDUCATION ON RENEWABLE ENERGY TECHNOLOGIES - DIERET

Project Manager:
Foundation for Alternative Energy (FAE),
attn. Emil Bedi, INFORSE-Europe Coordinator
Godrova ul. 3/b, 811 06 Bratislava, Slovakia
Ph/fax : +421 2 63 836964
Ph/fax: +421 2 54 413968 (SZOPK)
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E-mail: fae@inforse.org; emilbedi@yahoo.com

More Information and Application Form:

http://www.inforse.org/europe/educat.htm
Contact person: Emil Bedi

About the Russian version:

Contact: INFORSE member REA in Ukraine,
att. Andrei Konechenkov,
http://www.rea.org.ua/
email: rea@fae.kiev.ua

About the Albanian version:

Contact: INFORSE Member, Albanian Ecological Club, Att. Ali Eltari
e-mail: eco-club@san.com.al

4. Discussion

DIERET was started with objective to upgrade the knowledge of its members and other interested
persons on renewable energy technologies. The course used information technology system from its
formulation phase for capturing, organizing and dissemination of knowledge. As the course is
conducted in E-learning mode, interested students can enroll in the course electronically; receive all
the study materials including examination tests by e-mail and complete the evaluation tests
electronically too. The students can manage their study time by themselves and complete the course
within the given time period of 4 months. So, DIERET applies knowledge management very well.

Since its launching of first round in 2000, eight batches of students completed DIERET in English
medium. The course has also been translated in Russian and Albanian versions to have a greater
coverage of students studying in language other than English. As a part of regular updating of the
course, the chapter on ‘Alternative Fuels for Transportation’ was added in the course. Hence,
DIERET is keeping pace with the innovation in technology and changing demand of the course
from the people with different capabilities.

Though INFORSE is not an educational organization, it is using its organizational network spread
in 60 countries of the world through different NGOs to disseminate information on renewable
energy. In other words, a very large group of people having interest in renewable energy has got
opportunity to study this subject while doing their work at your own place. So, the course is
developing capacity of people with the diverse backgrounds in the renewable energy sector.
Therefore, DIRET can be taken as very good application of knowledge management.

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5. Conclusion

Information and communication technologies (ICTs) as well as the renewable energy technologies
(RETs) are developing very rapidly. KM is also gaining its scope as an emerging discipline to meet
the changing demands of this modern society. E-learning, as an application of KM, provides the
opportunities such as flexible learning and life-long learning and the opportunity to update the
professional skills and knowledge; DIERET is a good example of such learning. The scope of such
courses in renewable energy seems to become even wider with the advancements in ICTs and
RETs. In addition to the different academic courses being provided by different educational
institutions, the course like DIERET can help to develop the capacity of people from different
professional levels and academic backgrounds hence covering the different strata of the society.

6. References

[1] http://www.systems-thinking.org/kmgmt/kmgmt.htm

[2] http://en.wikipedia.org/wiki/Knowledge_management

[3] www.usq.edu.au/planstats/Docs/GlossaryTerms.doc

[4] www.finance.gov.au/Publications/annual-reports/annualreport99-00/gloss.htm

[5] www.infodiv.unimelb.edu.au/knowledgebase/itservices/a-z/k.html

[6] http://stats.oecd.org/glossary/detail.asp?ID=6878

[7] http://en.wikipedia.org/wiki/Distance_education

[8] http://en.wikipedia.org/wiki/E-Learning

[9] http://www.inforse.org/europe/educat.htm

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