Modelling and visualising decentralised energy systems (MOSEL) (Q4301143): Difference between revisions
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Revision as of 22:22, 16 June 2022
Project Q4301143 in Switzerland, Germany
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | Modelling and visualising decentralised energy systems (MOSEL) |
Project Q4301143 in Switzerland, Germany |
Statements
193,200.0 Euro
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336,000.0 Euro
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57.5 percent
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1 April 2017
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31 December 2019
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Hochschule Albstadt Sigmaringen
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48°5'17.95"N, 9°14'22.27"E
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47°25'22.55"N, 9°22'2.96"E
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47°29'50.93"N, 8°43'49.76"E
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The objective of the sub-project is to develop concepts for the seamless development of skills in the field of modelling and visualising decentralised energy systems in the course of an educational biography. The Lake Constance region, with its many innovative companies has to face worldwide competition – and the best minds too. The fast pace of change requires a high level of adaptability, with the corresponding requirement for lifelong learning. Seamless learning starts with fragmented learning experiences: What is learned in school is not used in later studying; studies or further training do not provide the elements relevant to practice. The aim of seamless learning is to overcome fractures – between individual learning stages, between the school and occupational areas, and from analogue to digital. New technologies are also deployed. The objective of the sub-project is to develop concepts for a seamless development of skills in the field of modelling and visualising decentralised energy systems in the course of an educational biography. Modelling and visualisation are important skills for the successful creation of work, development and decision-making processes. The development and communication of these skills therefore takes on a special significance. Up to now they have not been conveyed seamlessly in the course of an educational biography. The creation of transitions between different educational institutions is important for the success of an educational biography. In developing skills “modelling”, continuity is still lacking in the training, as no higher-level understanding of the various partial aspects dealt with in the educational institutions is defined. In the Lake Constance region, making the transitions between the countries constructive is of additional interest, besides the transfers between educational institutions . Modelling and visualisation processes can thereby also be deployed with economic success transnationally. (English)
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