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  • 1.
    Bernhard, Iréne
    University West, School of Business, Economics and IT.
    Uddevalla Symposium 2008: spatial dispersed production and network governance : papers presented at the 11th Uddevalla Symposium, 15-17 May, 2008, Kyoto, Japan2008Conference proceedings (editor) (Refereed)
  • 2.
    Ehnberg, Jimmy S.G.
    University West, Department of Technology, Mathematics and Computer Science, Division for Electrical Engineering and Land Surveying.
    Autonomous power systems based on renewables: On generation reliability and system control2007Doctoral thesis, comprehensive summary (Other academic)
  • 3.
    Isaksson, Charlotta
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Learning for lower energy consumption2014In: International Journal of Consumer Studies, ISSN 1470-6423, E-ISSN 1470-6431, Vol. 38, no 1, p. 12-17Article in journal (Refereed)
    Abstract [en]

    Energy-efficient technologies are not just objects that might enable households to carry out more sustainable practices; they are tools, and using them effectively requires certain skills and knowledge. Households' difficulties in handling home heating and hot water technologies in particular have been highlighted as an obstacle to meeting energy conservation objectives. This has given rise to calls for improved support based on how the households define their activities and handle these technologies. By deploying a socio-cultural theory of learning and using in-depth interviews with households that have recently purchased renewable heating systems, this paper examines various situations in which people have learnt to use the technologies, and it discusses lessons learnt that may be useful for developing support. The results demonstrate three common learning approaches and identify situations where the learning process runs smoothly and where it does not. The conclusions suggest strategies for helping households overcome the resistance embedded in the interaction with the technologies, and they highlight the importance, when developing support, of starting with what creates meaning in various situations.

  • 4.
    Kandpal, Tara C.
    et al.
    Centre for Energy Studies, Indian Institute of Technology Delhi, Hauz Khas, New Delhi – 110016 (India), and Strömstad Academy, SE-45280 Strömstad (Sweden).
    Broman, Lars
    Strömstad Akademi.
    Activities in Renewable Energy for School Children2017Report (Other academic)
    Abstract [en]

    Renewable energy education is an important aspect when developing renewable energy. This applies to school level, university level, technical and mechanical training, educating policy makers, project developers, educators, and common public. In this report, we discuss the importance of laboratory work when teaching renewable energy. We have also included a large number of examples in renewable energy school activities are presented.

  • 5.
    Kandpal, Tara C.
    et al.
    Centre for Energy Studies, Indian Institute of Technology Delhi, Hauz Khas, New Delhi – 110016 (India).
    Broman, Lars
    Strömstad Akademi.
    Renewable Energy Education for the Future2016Report (Other academic)
    Abstract [en]

    Renewable energy education is an important aspect when developing renewable energy. This applies to school level, university level, technical and mechanical training, educating policy makers, project developers, educators, and common public. In this report, a large number of issues and challenges in renewable energy education are addressed. We have also included a fair number of recommendations for development of good renewable energy courses.

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