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Tuesday, February 22, 2022

Thermal energy storage

From Wikipedia, the free encyclopedia
 
District heating accumulation tower from Theiss near Krems an der Donau in Lower Austria with a thermal capacity of 2 GWh
 
Thermal energy storage tower inaugurated in 2017 in Bozen-Bolzano, South Tyrol, Italy.
 
Construction of the Salt Tanks which provide efficient thermal energy storage so that output can be provided after the sun goes down, and output can be scheduled to meet demand requirements. The 280 MW Solana Generating Station is designed to provide six hours of energy storage. This allows the plant to generate about 38 percent of its rated capacity over the course of a year.

Thermal energy storage (TES) is achieved with widely different technologies. Depending on the specific technology, it allows excess thermal energy to be stored and used hours, days, months later, at scales ranging from the individual process, building, multiuser-building, district, town, or region. Usage examples are the balancing of energy demand between daytime and nighttime, storing summer heat for winter heating, or winter cold for summer air conditioning (Seasonal thermal energy storage). Storage media include water or ice-slush tanks, masses of native earth or bedrock accessed with heat exchangers by means of boreholes, deep aquifers contained between impermeable strata; shallow, lined pits filled with gravel and water and insulated at the top, as well as eutectic solutions and phase-change materials.

Other sources of thermal energy for storage include heat or cold produced with heat pumps from off-peak, lower cost electric power, a practice called peak shaving; heat from combined heat and power (CHP) power plants; heat produced by renewable electrical energy that exceeds grid demand and waste heat from industrial processes. Heat storage, both seasonal and short term, is considered an important means for cheaply balancing high shares of variable renewable electricity production and integration of electricity and heating sectors in energy systems almost or completely fed by renewable energy.

Categories

The different kinds of thermal energy storage can be divided into three separate categories: sensible heat, latent heat, and thermo-chemical heat storage. Each of these has different advantages and disadvantages that determine their applications.

Sensible heat storage

Sensible heat storage (SHS) is the most straightforward method. It simply means the temperature of some medium is either increased or decreased. This type of storage is the most commercially available out of the three, as the others are still being researched and developed.

The materials are generally inexpensive and safe. One of the cheapest, most commonly used options is a water tank, but materials such as molten salts or metals can be heated to higher temperatures and therefore offer a higher storage capacity. Energy can also be stored underground (UTES), either in an underground tank or in some kind of heat-transfer fluid (HTF) flowing through a system of pipes, either placed vertically in U-shapes (boreholes) or horizontally in trenches. Yet another system is known as a packed-bed (or pebble-bed) storage unit, in which some fluid, usually air, flows through a bed of loosely packed material (usually rock, pebbles or ceramic brick) to add or extract heat.

A disadvantage of SHS is its dependence on the properties of the storage medium. Storage capacities are limited by its specific heat, and the system needs to be properly designed in order to ensure energy extraction at a constant temperature.

Molten-salt technology

The sensible heat of molten salt is also used for storing solar energy at a high temperature. It is termed molten-salt technology or molten salt energy storage (MSES). Molten salts can be employed as a thermal energy storage method to retain thermal energy. Presently, this is a commercially used technology to store the heat collected by concentrated solar power (e.g., from a solar tower or solar trough). The heat can later be converted into superheated steam to power conventional steam turbines and generate electricity in bad weather or at night. It was demonstrated in the Solar Two project from 1995–1999. Estimates in 2006 predicted an annual efficiency of 99%, a reference to the energy retained by storing heat before turning it into electricity, versus converting heat directly into electricity. Various eutectic mixtures of different salts are used (e.g., sodium nitrate, potassium nitrate and calcium nitrate). Experience with such systems exists in non-solar applications in the chemical and metals industries as a heat-transport fluid.

The salt melts at 131 °C (268 °F). It is kept liquid at 288 °C (550 °F) in an insulated "cold" storage tank. The liquid salt is pumped through panels in a solar collector where the focused sun heats it to 566 °C (1,051 °F). It is then sent to a hot storage tank. With proper insulation of the tank the thermal energy can be usefully stored for up to a week. When electricity is needed, the hot molten salt is pumped to a conventional steam-generator to produce superheated steam for driving a conventional turbine/generator set as used in any coal, oil, or nuclear power plant. A 100-megawatt turbine would need a tank of about 9.1 metres (30 ft) tall and 24 metres (79 ft) in diameter to drive it for four hours by this design.

Single tank with divider plate to hold both cold and hot molten salt, is under development. It is more economical by achieving 100% more heat storage per unit volume over the dual tanks system as the molten-salt storage tank is costly due to its complicated construction. Phase Change Material (PCMs) are also used in molten-salt energy storage, while research on obtaining shape-stabilized PCMs using high porosity matrices is ongoing.

Most solar thermal power plants use this thermal energy storage concept. The Solana Generating Station in the U.S. can store 6 hours worth of generating capacity in molten salt. During the summer of 2013 the Gemasolar Thermosolar solar power-tower/molten-salt plant in Spain achieved a first by continuously producing electricity 24 hours per day for 36 days. The Cerro Dominador Solar Thermal Plant, inaugurated in June 2021, has 17.5 hours of heat storage.

Heat storage in tanks or rock caverns

A steam accumulator consists of an insulated steel pressure tank containing hot water and steam under pressure. As a heat storage device, it is used to mediate heat production by a variable or steady source from a variable demand for heat. Steam accumulators may take on a significance for energy storage in solar thermal energy projects.

Large stores are widely used in Nordic countries to store heat for several days, to decouple heat and power production and to help meet peak demands. Interseasonal storage in caverns has been investigated and appears to be economical and plays a significant role in heating in Finland. Helen Oy estimates an 11.6 GWh capacity and 120 MW thermal output for its 260,000 m3 water cistern under Mustikkamaa (fully charged or discharged in 4 days at capacity), operating from 2021 to offset days of peak production/demand; while the 300,000 m3 rock caverns 50 m under sea level in Kruunuvuorenranta (near Laajasalo) were designated in 2018 to store heat in summer from warm seawater and release it in winter for district heating.

Hot silicon technology

Solid or molten silicon offers much higher storage temperatures than salts with consequent greater capacity and efficiency. It is being researched as a possible more energy efficient storage technology. Silicon is able to store more than 1 MWh of energy per cubic metre at 1400 °C. An additional advantage is the relative abundance of silicon when compared to the salts used for the same purpose.

Molten silicon thermal energy storage is currently being developed by the Australian company 1414 Degrees as a more energy efficient storage technology, with a combined heat and power (cogeneration) output.

Molten aluminum

Another medium that can store thermal energy is molten (recycled) aluminum. This technology was developed by the Swedish company Azelio. The material is heated to 600 degrees C. When needed, the energy is transported to a Stirling engine using a heat-transfer fluid.

Heat storage in hot rocks or concrete

Water has one of the highest thermal capacities at 4.2 kJ/(kg⋅K) whereas concrete has about one third of that. On the other hand, concrete can be heated to much higher temperatures (1200 °C) by for example electrical heating and therefore has a much higher overall volumetric capacity. Thus in the example below, an insulated cube of about 2.8 m3 would appear to provide sufficient storage for a single house to meet 50% of heating demand. This could, in principle, be used to store surplus wind or solar heat due to the ability of electrical heating to reach high temperatures. At the neighborhood level, the Wiggenhausen-Süd solar development at Friedrichshafen in southern Germany has received international attention. This features a 12,000 m3 (420,000 cu ft) reinforced concrete thermal store linked to 4,300 m2 (46,000 sq ft) of solar collectors, which will supply the 570 houses with around 50% of their heating and hot water. Siemens-Gamesa built a 130 MWh thermal storage near Hamburg with 750 °C in basalt and 1.5 MW electric output. A similar system is scheduled for Sorø, Denmark, with 41–58% of the stored 18 MWh heat returned for the town's district heating, and 30–41% returned as electricity.

Latent Heat Storage

Because Latent Heat Storage (LHS) is associated with a phase transition, the general term for the associated media is Phase-Change Material (PCM). During these transitions, heat can be added or extracted without affecting the material’s temperature, giving it an advantage over SHS-technologies. Storage capacities are often higher as well.

There are a multitude of PCMs available, including but not limited to salts, polymers, gels, paraffin waxes and metal alloys, each with different properties. This allows for a more target-oriented system design. As the process is isothermal at the PCM’s melting point, the material can be picked to have the desired temperature range. Desirable qualities include high latent heat and thermal conductivity. Furthermore, the storage unit can be more compact if volume changes during the phase transition are small.

PCMs are further subdivided into organic, inorganic and eutectic materials. Compared to organic PCMs, inorganic materials are less flammable, cheaper and more widely available. They also have higher storage capacity and thermal conductivity. Organic PCMs, on the other hand, are less corrosive and not as prone to phase-separation. Eutectic materials, as they are mixtures, are more easily adjusted to obtain specific properties, but have low latent and specific heat capacities.

Another important factor in LHS is the encapsulation of the PCM. Some materials are more prone to erosion and leakage than others. The system must be carefully designed in order to avoid unnecessary loss of heat.

Miscibility gap alloy technology

Miscibility gap alloys rely on the phase change of a metallic material (see: latent heat) to store thermal energy.

Rather than pumping the liquid metal between tanks as in a molten-salt system, the metal is encapsulated in another metallic material that it cannot alloy with (immiscible). Depending on the two materials selected (the phase changing material and the encapsulating material) storage densities can be between 0.2 and 2 MJ/L.

A working fluid, typically water or steam, is used to transfer the heat into and out of the system. Thermal conductivity of miscibility gap alloys is often higher (up to 400 W/(m⋅K)) than competing technologies which means quicker "charge" and "discharge" of the thermal storage is possible. The technology has not yet been implemented on a large scale.

Ice-based technology

Several applications are being developed where ice is produced during off-peak periods and used for cooling at a later time. For example, air conditioning can be provided more economically by using low-cost electricity at night to freeze water into ice, then using the cooling capacity of ice in the afternoon to reduce the electricity needed to handle air conditioning demands. Thermal energy storage using ice makes use of the large heat of fusion of water. Historically, ice was transported from mountains to cities for use as a coolant. One metric ton of water (= one cubic meter) can store 334 million joules (MJ) or 317,000 BTUs (93 kWh). A relatively small storage facility can hold enough ice to cool a large building for a day or a week.

In addition to using ice in direct cooling applications, it is also being used in heat pump based heating systems. In these applications, the phase change energy provides a very significant layer of thermal capacity that is near the bottom range of temperature that water source heat pumps can operate in. This allows the system to ride out the heaviest heating load conditions and extends the timeframe by which the source energy elements can contribute heat back into the system.

Cryogenic energy storage

Cryogenic energy storage uses liquification of air or nitrogen as an energy store.

A pilot cryogenic energy system that uses liquid air as the energy store, and low-grade waste heat to drive the thermal re-expansion of the air, operated at a power station in Slough, UK in 2010.

Thermo-chemical Heat Storage

Thermo-chemical heat storage (TCS) involves some kind of reversible exotherm/endotherm chemical reaction with thermo-chemical materials (TCM). Depending on the reactants, this method can allow for an even higher storage capacity than LHS.

In one type of TCS, heat is applied to decompose certain molecules. The reaction products are then separated, and mixed again when required, resulting in a release of energy. Some examples are the decomposition of potassium oxide (over a range of 300-800 degrees C, with a heat decomposition of 2.1 MJ/kg), lead oxide (300-350 degrees C, 0.26 MJ/kg) and calcium hydroxide (above 450 degrees C, where the reaction rates can be increased by adding zinc or aluminum). The photochemical decomposition of nitrosyl chloride can also be used and, since it needs photons to occur, works especially well when paired with solar energy.

Adsorption (or Sorption) solar heating and storage

Adsorption processes also fall into this category. It can be used to not only store thermal energy, but also control air humidity. Zeolites (microporous crystalline alumina-silicates) and silica gels are well suited for this purpose. In hot, humid environments, this technology is often used in combination with lithium chloride to cool water.

The low cost ($200/ton) and high cycle rate (2,000X) of synthetic zeolites such as Linde 13X with water adsorbate has garnered much academic and commercial interest recently for use for thermal energy storage (TES), specifically of low-grade solar and waste heat. Several pilot projects have been funded in the EU from 2000 to the present (2020). The basic concept is to store solar thermal energy as chemical latent energy in the zeolite. Typically, hot dry air from flat plate solar collectors is made to flow through a bed of zeolite such that any water adsorbate present is driven off. Storage can be diurnal, weekly, monthly, or even seasonal depending on the volume of the zeolite and the area of the solar thermal panels. When heat is called for during the night, or sunless hours, or winter, humidified air flows through the zeolite. As the humidity is adsorbed by the zeolite, heat is released to the air and subsequently to the building space. This form of TES, with specific use of zeolites, was first taught by Guerra in 1978. Advantages over molten salts and other high temperature TES include that (1) the temperature required is only the stagnation temperature typical of a solar flat plate thermal collector, and (2) as long as the zeolite is kept dry, the energy is stored indefinitely. Because of the low temperature, and because the energy is stored as latent heat of adsorption, thus eliminating the insulation requirements of a molten salt storage system, costs are significantly lower.

Salt hydrate technology

One example of an experimental storage system based on chemical reaction energy is the salt hydrate technology. The system uses the reaction energy created when salts are hydrated or dehydrated. It works by storing heat in a container containing 50% sodium hydroxide (NaOH) solution. Heat (e.g. from using a solar collector) is stored by evaporating the water in an endothermic reaction. When water is added again, heat is released in an exothermic reaction at 50 °C (120 °F). Current systems operate at 60% efficiency. The system is especially advantageous for seasonal thermal energy storage, because the dried salt can be stored at room temperature for prolonged times, without energy loss. The containers with the dehydrated salt can even be transported to a different location. The system has a higher energy density than heat stored in water and the capacity of the system can be designed to store energy from a few months to years.

In 2013 the Dutch technology developer TNO presented the results of the MERITS project to store heat in a salt container. The heat, which can be derived from a solar collector on a rooftop, expels the water contained in the salt. When the water is added again, the heat is released, with almost no energy losses. A container with a few cubic meters of salt could store enough of this thermochemical energy to heat a house throughout the winter. In a temperate climate like that of the Netherlands, an average low-energy household requires about 6.7 GJ/winter. To store this energy in water (at a temperature difference of 70 °C), 23 m3 insulated water storage would be needed, exceeding the storage abilities of most households. Using salt hydrate technology with a storage density of about 1 GJ/m3, 4–8 m3 could be sufficient.

As of 2016, researchers in several countries are conducting experiments to determine the best type of salt, or salt mixture. Low pressure within the container seems favourable for the energy transport. Especially promising are organic salts, so called ionic liquids. Compared to lithium halide based sorbents they are less problematic in terms of limited global resources, and compared to most other halides and sodium hydroxide (NaOH) they are less corrosive and not negatively affected by CO2 contaminations.

Molecular bonds

Storing energy in molecular bonds is being investigated. Energy densities equivalent to lithium-ion batteries have been achieved. This has been done by a DSPEC (dys-sensitized photoelectrosythesis cell). This is a cell that can store energy that has been acquired by solar panels during the day for night-time (or even later) use. It is designed by taking an indication from, well known, natural photosynthesis.

The DSPEC generates hydrogen fuel by making use of the acquired solar energy to split water molecules into its elements. As the result of this split, the hydrogen is isolated and the oxygen is released into the air. This sounds easier than it actually is. Four electrons of the water molecules need to be separated and transported elsewhere. Another difficult part is the process of merging the two separate hydrogen molecules.

The DSPEC consist out of two components: a molecule and a nanoparticle. The molecule is called a chromophore-catalyst assembly which absorbs sunlight and kick starts the catalyst. This catalyst separates the electrons and the water molecules. The nanoparticles are assembled into a thin layer and a single nanoparticle has many chromophore-catalyst on it. The function of this thin layer of nanoparticles is to transfer away the electrons which are separated from the water. This thin layer of nanoparticles is coated by a layer of titanium dioxide. With this coating, the electrons that come free can be transferred more quickly so that hydrogen could be made. This coating is, again, coated with a protective coating that strengthens the connection between the chromophore-catalyst and the nanoparticle.

Using this method, the solar energy acquired from the solar panels is converted into fuel (hydrogen) without releasing the so-called greenhouse gasses. This fuel can be stored into a fuel cell and, at a later time, used to generate electricity.

MOST

Another promising way to store solar energy for electricity and heat production is a so called ‘molecular solar thermal system’ (MOST). With this approach a molecule is converted by photoisomerization into a higher-energy isomer. Photoisomerization is a process in which one (cis-trans) isomer is converted into another by light( solar energy). This isomer is capable of storing the solar energy until the energy is released by a heat trigger or catalyst (than the isomer is converted into its original isomer). A promising candidate for such a MOST are Norbornadienes (NBD). This is because there is a high energy difference between the NBD and the quadricyclane (QC) photoisomer. This energy difference is approximately 96 kJ/mol. It is also known that for such systems, the donor-acceptor substitutions provide an effective means for redshifting the longest-wavelength absorption. This improves the solar spectrum match.

A crucial challenge for a useful MOST system is to acquire a satisfactory high energy storage density (if possible, higher than 300 kJ/kg). Another challenge of a MOST system is that light can be harvested in the visible region. The functionalization of the NBD with the donor and acceptor units is used to adjust this absorption maxima. However, this positive effect on the solar absorption is compensated by a higher molecular weight. This implies a lower energy density. This positive effect on the solar absorption has another downside. Namely that the energy storage time is lowered when the absorption is redshifted. A possible solution to overcome this anti-correlation between the energy density and the redshifting is to couple one chromophore unit to several photo switches. In this case, it is advantageous to form so called dimers or trimers. The NBD share a common donor and/or acceptor.

In a recent published article in Nature Communications, Kasper Moth-Poulsen and his team tried to engineer the stability of the high energy photo isomer by having two electronically coupled photo switches with separate barriers for thermal conversion. By doing so, a blue shift occurred after the first isomerisation (NBD-NBD to QC-NBD). This led to a higher energy of isomerisation of the second switching event (QC-NBD to QC-QC). Another advantage of this system, by sharing a donor, is that the molecular weight per norbornadiene unit is reduced. This leads to an increase of the energy density.

Eventually, this system could reach a quantum yield of photoconversion up 94% per NBD unit. A quantum yield is a measure of the efficiency of photon emission. With this system the measured energy densities reached up to 559 kJ/kg (exceeding the target of 300 kJ/kg). So, the potential of the molecular photo switches is enormous. Not only for solar thermal energy storage, but for other applications as well.

Electric thermal storage heaters

Storage heaters are commonplace in European homes with time-of-use metering (traditionally using cheaper electricity at night time). They consist of high-density ceramic bricks or feolite blocks heated to a high temperature with electricity, and may or may not have good insulation and controls to release heat over a number of hours.

Solar energy storage

Solar energy is one example of an application of thermal energy storage. Most practical active solar heating systems provide storage from a few hours to a day's worth of energy collected. However, there are a growing number of facilities that use seasonal thermal energy storage (STES), enabling solar energy to be stored in summer for space heating use during winter. The Drake Landing Solar Community in Alberta, Canada, has now achieved a year-round 97% solar heating fraction, a world record made possible only by incorporating STES.

The use of both latent heat and sensible heat are also possible with high temperature solar thermal input. Various eutectic mixtures of metals, such as Aluminium and Silicon (AlSi12) offer a high melting point suited to efficient steam generation, while high alumina cement-based materials offer good thermal storage capabilities.

Pumped-heat electricity storage

In pumped-heat electricity storage (PHES), a reversible heat-pump system is used to store energy as a temperature difference between two heat stores.

Isentropic

One system which was being developed by the now-bankrupt UK company Isentropic operates as follows. It involves two insulated containers filled with crushed rock or gravel; a hot vessel storing thermal energy at high temperature and high pressure, and a cold vessel storing thermal energy at low temperature and low pressure. The vessels are connected at top and bottom by pipes and the whole system is filled with the inert gas argon.

During the charging cycle, the system uses off-peak electricity to work as a heat pump. Argon at ambient temperature and pressure from the top of the cold store is compressed adiabatically to a pressure of 12 bar, heating it to around 500 °C (900 °F). The compressed gas is transferred to the top of the hot vessel where it percolates down through the gravel, transferring its heat to the rock and cooling to ambient temperature. The cooled, but still pressurized, gas emerging at the bottom of the vessel is then expanded (again adiabatically) back down to 1 bar, which lowers its temperature to −150 °C. The cold gas is then passed up through the cold vessel where it cools the rock while being warmed back to its initial condition.

The energy is recovered as electricity by reversing the cycle. The hot gas from the hot vessel is expanded to drive a generator and then supplied to the cold store. The cooled gas retrieved from the bottom of the cold store is compressed which heats the gas to ambient temperature. The gas is then transferred to the bottom of the hot vessel to be reheated.

The compression and expansion processes are provided by a specially designed reciprocating machine using sliding valves. Surplus heat generated by inefficiencies in the process is shed to the environment through heat exchangers during the discharging cycle.

The developer claimed that a round trip efficiency of 72–80% was achievable. This compares to >80% achievable with pumped hydro energy storage.

Another proposed system uses turbomachinery and is capable of operating at much higher power levels. Use of phase change material as heat storage material would enhance the performance further.

Pellet fuel

From Wikipedia, the free encyclopedia
 
Wood pellets

Pellet fuels (or pellets) are biofuels made from compressed organic matter or biomass. Pellets can be made from any one of five general categories of biomass: industrial waste and co-products, food waste, agricultural residues, energy crops, and untreated lumber. Wood pellets are the most common type of pellet fuel and are generally made from compacted sawdust and related industrial wastes from the milling of lumber, manufacture of wood products and furniture, and construction. Other industrial waste sources include empty fruit bunches, palm kernel shells, coconut shells, and tree tops and branches discarded during logging operations. So-called "black pellets" are made of biomass, refined to resemble hard coal and were developed to be used in existing coal-fired power plants. Pellets are categorized by their heating value, moisture and ash content, and dimensions. They can be used as fuels for power generation, commercial or residential heating, and cooking. Pellets are extremely dense and can be produced with a low moisture content (below 10%) that allows them to be burned with a very high combustion efficiency.

Further, their regular geometry and small size allow automatic feeding with very fine calibration. They can be fed to a burner by auger feeding or by pneumatic conveying. Their high density also permits compact storage and transport over long distance. They can be conveniently blown from a tanker to a storage bunker or silo on a customer's premises.

A broad range of pellet stoves, central heating furnaces, and other heating appliances have been developed and marketed since the mid-1980s. In 1997 fully automatic wood pellet boilers with similar comfort level as oil and gas boilers became available in Austria. With the surge in the price of fossil fuels since 2005, the demand for pellet heating has increased in Europe and North America, and a sizable industry is emerging. According to the International Energy Agency Task 40, wood pellet production has more than doubled between 2006 and 2010 to over 14 million tons. In a 2012 report, the Biomass Energy Resource Center says that it expects wood pellet production in North America to double again in the next five years.

Production

Pellet truck being filled at a plant in Germany.

Pellets are produced by compressing the wood material which has first passed through a hammer mill to provide a uniform dough-like mass. This mass is fed to a press, where it is squeezed through a die having holes of the size required (normally 6 mm diameter, sometimes 8 mm or larger). The high pressure of the press causes the temperature of the wood to increase greatly, and the lignin plasticizes slightly, forming a natural "glue" that holds the pellet together as it cools.

Pellets can be made from grass and other non-woody forms of biomass that do not contain lignin. A 2005 news story from Cornell University News suggested that grass pellet production was more advanced in Europe than North America. It suggested the benefits of grass as a feedstock included its short growing time (70 days), and ease of cultivation and processing. The story quoted Jerry Cherney, an agriculture professor at the school, stating that grasses produce 96% of the heat of wood and that "any mixture of grasses can be used, cut in mid- to late summer, left in the field to leach out minerals, then baled and pelleted. Drying of the hay is not required for pelleting, making the cost of processing less than with wood pelleting." In 2012, the Department of Agriculture of Nova Scotia announced as a demonstration project conversion of an oil-fired boiler to grass pellets at a research facility.

Rice-husk fuel-pellets are made by compacting rice-husk obtained as by-product of rice-growing from the fields. It also has similar characteristics to the wood-pellets and more environment-friendly, as the raw material is a waste-product. The energy content is about 4-4.2 kcal/kg and moisture content is typically less than 10%. The size of pellets is generally kept to be about 6 mm diameter and 25 mm length in the form of a cylinder; though larger cylinder or briquette forms are not uncommon. It is much cheaper than similar energy-pellets and can be compacted/manufactured from the husk at the farm itself, using cheap machinery. They generally are more environment-friendly as compared to wood-pellets. In the regions of the world where wheat is the predominant food-crop, wheat husk can also be compacted to produce energy-pellets, with characteristics similar to rice-husk pellets.

A report by CORRIM (Consortium On Research on Renewable Industrial Material) for the Life-Cycle Inventory of Wood Pellet Manufacturing and Utilization estimates the energy required to dry, pelletize and transport pellets is less than 11% of the energy content of the pellets if using pre-dried industrial wood waste. If the pellets are made directly from forest material, it takes up to 18% of the energy to dry the wood and additional 8% for transportation and manufacturing energy. An environmental impact assessment of exported wood pellets by the Department of Chemical and Mineral Engineering, University of Bologna, Italy and the Clean Energy Research Centre, at the University of British Columbia, published in 2009, concluded that the energy consumed to ship Canadian wood pellets from Vancouver to Stockholm (15,500 km via the Panama Canal), is about 14% of the total energy content of the wood pellets.

Pellet standards

Pellets conforming to the norms commonly used in Europe (DIN 51731 or Ö-Norm M-7135) have less than 10% water content, are uniform in density (higher than 1 ton per cubic meter, thus it sinks in water)(bulk density about 0.6-0.7 ton per cubic meter), have good structural strength, and low dust and ash content. Because the wood fibres are broken down by the hammer mill, there is virtually no difference in the finished pellets between different wood types. Pellets can be made from nearly any wood variety, provided the pellet press is equipped with good instrumentation, the differences in feed material can be compensated for in the press regulation. In Europe, the main production areas are located in south Scandinavia, Finland, Central Europe, Austria, and the Baltic countries.

Pellets conforming to the European standards norms which contain recycled wood or outside contaminants are considered Class B pellets. Recycled materials such as particle board, treated or painted wood, melamine resin-coated panels and the like are particularly unsuitable for use in pellets, since they may produce noxious emissions and uncontrolled variations in the burning characteristics of the pellets.

Standards used in the United States are different, developed by the Pellet Fuels Institute and, as in Europe, are not mandatory. Still, many manufacturers comply, as warranties of US-manufactured or imported combustion equipment may not cover damage by pellets non-conformant with regulations. Prices for US pellets surged during the fossil fuel price inflation of 2007–2008, but later dropped markedly and are generally lower on a price per energy amount basis than most fossil fuels, excluding coal.

Regulatory agencies in Europe and North America are in the process of tightening the emissions standards for all forms of wood heat, including wood pellets and pellet stoves. These standards will become mandatory, with independently certified testing to ensure compliance. In the United States, the new rules initiated in 2009 have completed the EPA regulatory review process, with final new rules issued for comment on June 24, 2014. The American Lumber Standard Committee will be the independent certification agency for the new pellet standards.

Hazards

Wood pellets can emit large quantities of poisonous carbon monoxide during storage. Fatal accidents have taken place in private storerooms and onboard marine vessels.

When handled, wood pellets give off fine dust which can cause serious dust explosions.

Wood pellets are typically stored in bulk in large silos. Pellets may self-heat, ignite and give rise to a deep-seated smoldering fire that is very difficult to extinguish. The smoldering fire produces toxic carbon monoxide and flammable pyrolysis gases that can lead to silo explosions.

Pellet stove operation

There are three general types of pellet heating appliances: free standing pellet stoves, pellet stove inserts and pellet boilers.

Pellet stoves work like modern furnaces, where fuel, wood, or other biomass pellets, is stored in a storage bin called a hopper. The hopper can be located on the top of the appliance, the side of it or remotely. A mechanical auger automatically feeds pellets into a burn pot. From there, they burn at high temperatures with minimal emissions. Heat-exchange tubes send air heated by fire into room. Convection fans circulate air through heat-exchange tubes and into room. Pellet stoves have circuit boards inside that act like a thermostat and to regulate temperature.

A pellet stove insert is a stove that is inserted into an existing masonry or prefabricated wood fireplace, similar to a fireplace insert.

Pellet boilers are standalone central heating and hot water systems designed to replace traditional fossil fuel systems in residential, commercial and institutional applications. Automatic or auto-pellet boilers include silos for bulk storage of pellets, a fuel delivery system that moves the fuel from the silo to the hopper, a logic controller to regulate temperature across multiple heating zones and an automated ash removal system for long-term automated operations.

Pellet baskets allow a person to heat their home using pellets in existing stoves or fireplaces.

Energy output and efficiency

Wood-pellet heater

The energy content of wood pellets is approximately 4.7 – 5.2 MWh/tonne (~7450 BTU/lb), 14.4-20.3 MJ/kg.

High-efficiency wood pellet stoves and boilers have been developed in recent years, typically offering combustion efficiencies of over 85%. The newest generation of wood pellet boilers can work in condensing mode and therefore achieve 12% higher efficiency values. Wood pellet boilers have limited control over the rate and presence of combustion compared to liquid or gaseous-fired systems; however, for this reason they are better suited for hydronic heating systems due to the hydronic system's greater ability to store heat. Pellet burners capable of being retrofitted to oil-burning boilers are also available.

Air pollution emissions

Emissions such as NOx, SOx and volatile organic compounds from pellet burning equipment are in general very low in comparison to other forms of combustion heating. A recognized problem is the emission of fine particulate matter to the air, especially in urban areas that have a high concentration of pellet heating systems or coal or oil heating systems in close proximity. This PM2.5 emissions of older pellet stoves and boilers can be problematic in close quarters, especially in comparison to natural gas (or renewable biogas), though on large installations electrostatic precipitators, cyclonic separators, or baghouse particle filters can control particulates when properly maintained and operated.

Global warming

There is uncertainty to what degree making heat or electricity by burning wood pellets contributes to global climate change, as well as how the impact on climate compares to the impact of using competing sources of heat. Factors in the uncertainty include the wood source, carbon dioxide emissions from production and transport as well as from final combustion, and what time scale is appropriate for the consideration.

A report by the Manomet Center for Conservation Sciences, "Biomass Sustainability and Carbon Policy Study" issued in June 2010 for the Massachusetts Department of Energy Resources, concludes that burning biomass such as wood pellets or wood chips releases a large amount of CO2 into the air, creating a "carbon debt" that is not retired for 20–25 years and after which there is a net benefit. In June 2011 the department was preparing to file its final regulation, expecting to significantly tighten controls on the use of biomass for energy, including wood pellets. Biomass energy proponents have disputed the Manomet report's conclusions, and scientists have pointed out oversights in the report, suggesting that climate impacts are worse than reported.

Until ca. 2008 it was commonly assumed, even in scientific papers, that biomass energy (including from wood pellets) is carbon neutral, largely because regrowth of vegetation was believed to recapture and store the carbon that is emitted to the air. Then, scientific papers studying the climate implications of biomass began to appear which refuted the simplistic assumption of its carbon neutrality. According to the Biomass Energy Resource Center, the assumption of carbon neutrality "has shifted to a recognition that the carbon implications of biomass depend on how the fuel is harvested, from what forest types, what kinds of forest management are applied, and how biomass is used over time and across the landscape."

In 2011 twelve prominent U.S. environmental organization, including as Greenpeace USA and the Southern Environmental Law Center, adopted policy setting a high bar for government incentives of biomass energy, including wood pellets. It states in part that, "[b]iomass sources and facilities qualifying for (government) incentives must result in lower life-cycle, cumulative and net GHG and ocean acidifying emissions, within 20 years and also over the longer term, than the energy sources they replace or compete with."

On 11 February 2021 five hundred scientists and economists wrote a letter regarding the use of forests for bioenergy to world leaders. It warns that "The burning of wood will increase warming for decades to centuries. That is true even when the wood replaces coal, oil or natural gas". The letter calls for an end to subsidies for the burning of wood and an end to the treatment of the burning of biomass as carbon neutral in renewable energy standards and emissions trading systems.

Sustainability

The wood products industry is concerned that if large-scale use of wood energy is instituted, the supply of raw materials for construction and manufacturing (lumber) will be significantly curtailed.

Cost

Due to the rapid increase in popularity since 2005, pellet availability and cost may be an issue. This is an important consideration when buying a pellet stove, furnace, pellet baskets or other devices known in the industry as Bradley Burners. However, current pellet production is increasing and there are plans to bring several new pellet mills online in the US in 2008–2009.

The cost of the pellets can be affected by the building cycle leading to fluctuations in the supply of sawdust and offcuts.

Per the New Hampshire Office of Energy and Planning release on Fuel Prices updated on 5 Oct 2015, the cost of #2 fuel oil delivered can be compared to the cost of Bulk Delivered Wood Fuel Pellets using their BTU equivalent: 1 ton pellets = 118.97 gallon of #2 Fuel Oil. This assumes that one ton of pellets produces 16,500,000 BTU and one gallon of #2 Fuel Oil produces 138,690 BTU. Thus if #2 Fuel Oil delivered costs $1.90/Gal, the breakeven price for pellets is $238.00/Ton delivered.

Usage by region

Europe

Pellets on the store shelf in Germany
EU pellet use (ton)
Country 2013
UK 4 540 000
Italy 3 300 000
Denmark 2 500 000
Netherlands 2 000 000
Sweden 1 650 000
Germany 1 600 000
Belgium 1 320 000

Usage across Europe varies due to government regulations. In the Netherlands, Belgium, and the UK, pellets are used mainly in large-scale power plants. The UK's largest power plant, the Drax power station, converted some of its units to pellet burners starting in 2012; by 2015 Drax had made the UK the largest recipient of exports of wood pellets from the US. In Denmark and Sweden, pellets are used in large-scale power plants, medium-scale district heating systems, and small-scale residential heat. In Germany, Austria, Italy, and France, pellets are used mostly for small-scale residential and industrial heat.

The UK has initiated a grant scheme called the Renewable Heat Incentive (RHI) allowing non-domestic and domestic wood pellet boiler installations to receive payments over a period of between 7 and 20 years. It is the first such scheme in the world and aims to increase the amount of renewable energy generated in the UK, in line with EU commitments. Scotland and Northern Ireland have separate but similar schemes. From Spring 2015, any biomass owners—whether domestic or commercial—must buy their fuels from BSL (Biomass Suppliers List) approved suppliers in order to receive RHI payments. The Renewable Heat Incentive scandal also referred to as the "cash for ash scandal", was a political scandal in Northern Ireland that centred on a failed renewable energy (wood pellet burning) incentive scheme.

Pellets are widely used in Sweden, the main pellet producer in Europe, mainly as an alternative to oil-fired central heating. In Austria, the leading market for pellet central heating furnaces (relative to its population), it is estimated that 2/3 of all new domestic heating furnaces are pellet burners. In Italy, a large market for automatically fed pellet stoves has developed. Italy's main usage for pellets is small-scale private residential and industrial boilers for heating.

In 2014 in Germany, the overall wood pellet consumption per year comprised 2,2 million tones. These pellets are consumed predominantly by residential small-scale heating sector. The co-firing plants which use pellet sector for energy production are not widespread in the country. The largest amount of wood pellets is certified with DINplus, and these are the pellets of the highest quality. As a rule, the pellets of lower quality are exported.

India

In 2019, India started co-firing biomass pellets in coal fired power stations around its capital city Delhi to reduce the air pollution caused by the stubble/biomass burning in open fields to clear the fields for sowing next crop. Plans are made to use biomass pellets for power generation throughout the country to utilize nearly 145 million tonnes of agricultural residue to replace equal quantity of imported coal in power generation.

New Zealand

The total sales of wood pellets in New Zealand was 3–500,000 tonnes in 2013. Recent construction of new wood pellet plants has given a huge increase in production capacity. Nature's Flame wood pellet processing plant, in Taupo, is due in late 2019 to double its annual production capacity to 85,000 tonnes. Azwood Energy operates a wood pellet processing plant in Nelson, utilising more than 1.2 million cubic metres of forestry residue each year to provide carbon neutral fuel for domestic use, hospitals, schools and industrial processes, including milk-processing.

United States

Some companies import European-made boilers. As of 2009, about 800,000 Americans were using wood pellets for heat. It was estimated that 2.33 million tons of wood pellets would be used for heat in the US in 2013. The US wood pellet export to Europe grew from 1.24 million ton in 2006 to 7 million ton in 2012, but forests grew even more.

Other uses

Horse bedding

When small amounts of water are added to wood pellets, they expand and revert to sawdust. This makes them suitable to use as a horse bedding. The ease of storage and transportation are additional benefits over traditional bedding. However, some species of wood, including walnut, can be toxic to horses and should never be used for bedding.

In Thailand, rice husk pellets are being produced for animal bedding. They have a high absorption rate which makes them ideal for the purpose.

Cattle fodder

The biomass pellets made from edible matter can also be used as cattle fodder by importing from far away fodder surplus places to overcome the fodder shortage.

Absorbents

Wood pellets are also used to absorb contaminated water when drilling oil or gas wells.

Cooking

Wood pellet grills have gained popularity as a versatile way to grill, bake, and smoke. The size of the pellets makes it useful for creating a wood fired grill that still controls its temperature precisely.

 

Monday, February 21, 2022

Computer-supported collaborative learning

From Wikipedia, the free encyclopedia

Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.

The study of computer-supported collaborative learning draws on a number of academic disciplines, including instructional technology, educational psychology, sociology, cognitive psychology, and social psychology. It is related to collaborative learning and computer supported cooperative work (CSCW).

History

Interactive computing technology was primarily conceived by academics, but the use of technology in education has historically been defined by contemporary research trends. The earliest instances of software in instruction drilled students using the behaviorist method that was popular throughout the mid-twentieth century. In the 1970s as cognitivism gained traction with educators, designers began to envision learning technology that employed artificial intelligence models that could adapt to individual learners. Computer-supported collaborative learning emerged as a strategy rich with research implications for the growing philosophies of constructivism and social cognitivism.

Though studies in collaborative learning and technology took place throughout the 1980s and 90s, the earliest public workshop directly addressing CSCL was "Joint Problem Solving and Microcomputers" which took place in San Diego in 1983. Six years later in 1989, the term "computer-supported collaborative learning" was used in a NATO-sponsored workshop in Maratea, Italy. A biannual CSCL conference series began in 1995. At the 2002 and 2003 CSCL conferences, the International Society of the Learning Sciences (ISLS) was established to run the CSCL and ICLS conference series and the International Journal of Computer-Supported Collaborative Learning (ijCSCL) and JLS journals.

The ijCSCL was established by the CSCL research community and ISLS. It began quarterly publication by Springer in 2006. It is peer reviewed and published both online and in print. Since 2009, it has been rated by ISI as being in the top 10% of educational research journals based on its impact factor.

The rapid development of social media technologies and the increasing need of individuals to understand and use those technologies has brought researchers from many disciplines to the field of CSCL. CSCL is used today in traditional and online schools and knowledge-building communities such as Wikipedia.

Theories

The field of CSCL draws heavily from a number of learning theories that emphasize that knowledge is the result of learners interacting with each other, sharing knowledge, and building knowledge as a group. Since the field focuses on collaborative activity and collaborative learning, it inherently takes much from constructivist and social cognitivist learning theories.

Precursor theories

The roots of collaborative epistemology as related to CSCL can be found in Vygotsky's social learning theory. Of particular importance to CSCL is the theory's notion of internalization, or the idea that knowledge is developed by one's interaction with one's surrounding culture and society. The second key element is what Vygotsky called the Zone of proximal development. This refers to a range of tasks that can be too difficult for a learner to master by themselves but is made possible with the assistance of a more skilled individual or teacher. These ideas feed into a notion central to CSCL: knowledge building is achieved through interaction with others.

Cooperative learning, though different in some ways from collaborative learning, also contributes to the success of teams in CSCL environments. The distinction can be stated as: cooperative learning focuses on the effects of group interaction on individual learning whereas collaborative learning is more concerned with the cognitive processes at the group unit of analysis such as shared meaning making and the joint problem space. The five elements for effective cooperative groups identified by the work of Johnson and Johnson are positive interdependence, individual accountability, promotive interaction, social skills, and group processing. Because of the inherent relationship between cooperation and collaboration, understanding what encourages successful cooperation is essential to CSCL research.

In the late 1980s and early 1990s, Marlene Scardamalia and Carl Bereiter wrote seminal articles leading to the development of key CSCL concepts: knowledge-building communities and knowledge-building discourse, intentional learning, and expert processes. Their work led to an early collaboration-enabling technology known as the Computer Supported Intentional Learning Environment (CSILE). Characteristically for CSCL, their theories were integrated with the design, deployment, and study of the CSCL technology. CSILE later became Knowledge Forum, which is the most widely used CSCL technology worldwide to date.

Other learning theories that provide a foundation for CSCL include distributed cognition, problem-based learning, group cognition, cognitive apprenticeship, and situated learning. Each of these learning theories focuses on the social aspect of learning and knowledge building, and recognizes that learning and knowledge building involve inter-personal activities including conversation, argument, and negotiation.

Collaboration theory and group cognition

Only in the last 15 to 20 years have researchers begun to explore the extent to which computer technology could enhance the collaborative learning process. While researchers, in general, have relied on learning theories developed without consideration of computer-support, some have suggested that the field needs to have a theory tailored and refined for the unique challenges that confront those trying to understand the complex interplay of technology and collaborative learning.

Collaboration theory, suggested as a system of analysis for CSCL by Gerry Stahl in 2002-2006, postulates that knowledge is constructed in social interactions such as discourse. The theory suggests that learning is not a matter of accepting fixed facts, but is the dynamic, on-going, and evolving result of complex interactions primarily taking place within communities of people. It also emphasizes that collaborative learning is a process of constructing meaning and that meaning creation most often takes place and can be observed at the group unit of analysis. The goal of collaboration theory is to develop an understanding of how meaning is collaboratively constructed, preserved, and re-learned through the media of language and artifacts in group interaction. There are four crucial themes in collaboration theory: collaborative knowledge building (which is seen as a more concrete term than "learning"); group and personal perspectives intertwining to create group understanding; mediation by artifacts (or the use of resources which learners can share or imprint meaning on); and interaction analysis using captured examples that can be analyzed as proof that the knowledge building occurred.

Collaboration theory proposes that technology in support of CSCL should provide new types of media that foster the building of collaborative knowing; facilitate the comparison of knowledge built by different types and sizes of groups; and help collaborative groups with the act of negotiating the knowledge they are building. Further, these technologies and designs should strive to remove the teacher as the bottleneck in the communication process to the facilitator of student collaboration. In other words, the teacher should not have to act as the conduit for communication between students or as the avenue by which information is dispensed, but should structure the problem-solving tasks. Finally, collaboration theory-influenced technologies will strive to increase the quantity and quality of learning moments via computer-simulated situations.

Stahl extended his proposals about collaboration theory during the next decade with his research on group cognition. In his book on "Group Cognition", he provided a number of case studies of prototypes of collaboration technology, as well as a sample in-depth interaction analysis and several essays on theoretical issues related to re-conceptualizing cognition at the small-group unit of analysis. He then launched the Virtual Math Teams project at the Math Forum, which conducted more than 10 years of studies of students exploring mathematical topics collaboratively online. "Studying VMT" documented many issues of design, analysis and theory related to this project. The VMT later focused on supporting dynamic geometry by integrating a multi-user version of GeoGebra. All aspects of this phase of the VMT project were described in "Translating Euclid." Then, "Constructing Dynamic Triangles Together" provided a detailed analysis of how a group of four girls learned about dynamic geometry by enacting a series of group practices during an eight-session longitudinal case study. Finally, "Theoretical Investigations: Philosophical Foundations of Group Cognition" collected important articles on the theory of collaborative learning from the CSCL journal and from Stahl's publications. The VMT project generated and analyzed data at the small-group unit of analysis, to substantiate and refine the theory of group cognition and to offer a model of design-based CSCL research.

Strategies

Currently, CSCL is used in instructional plans in classrooms both traditional and online from primary school to post-graduate institutions. Like any other instructional activity, it has its own prescribed practices and strategies which educators are encouraged to employ in order to use it effectively. Because its use is so widespread, there are innumerable scenarios in the use of CSCL, but there are several common strategies that provide a foundation for group cognition.

One of the most common approaches to CSCL is collaborative writing. Though the final product can be anything from a research paper, a Wikipedia entry, or a short story, the process of planning and writing together encourages students to express their ideas and develop a group understanding of the subject matter. Tools like blogs, interactive whiteboards, and custom spaces that combine free writing with communication tools can be used to share work, form ideas, and write synchronously.

Technology-mediated discourse refers to debates, discussions, and other social learning techniques involving the examination of a theme using technology. For example, wikis are a way to encourage discussion among learners, but other common tools include mind maps, survey systems, and simple message boards. Like collaborative writing, technology-mediated discourse allows participants that may be separated by time and distance to engage in conversations and build knowledge together.

Group exploration refers to the shared discovery of a place, activity, environment or topic among two or more people. Students do their exploring in an online environment, use technology to better understand a physical area, or reflect on their experiences together through the Internet. Virtual worlds like Second Life and Whyville as well as synchronous communication tools like Skype may be used for this kind of learning. Educators may use Orchestration Graphs to define activities and roles that students must adopt during learning, and analyzing afterwards the learning process.

Problem-based learning is a popular instructional activity that lends itself well to CSCL because of the social implications of problem solving. Complex problems call for rich group interplay that encourages collaboration and creates movement toward a clear goal.

Project-based learning is similar to problem-based learning in that it creates impetus to establish team roles and set goals. The need for collaboration is also essential for any project and encourages team members to build experience and knowledge together. Although there are many advantages to using software that has been specifically developed to support collaborative learning or project-based learning in a particular domain, any file sharing or communication tools can be used to facilitate CSCL in problem- or project-based environments.

When Web 2.0 applications (wikies, blogs, RSS feed, collaborative writing, video sharing, social networks, etc.) are used for computer-supported collaborative learning specific strategies should be used for their implementation, especially regarding (1) adoption by teachers and students; (2) usability and quality in use issues; (3) technology maintenance; (4) pedagogy and instructional design; (5) social interaction between students; (6) privacy issues; and (7) information/system security.

Teacher roles

Though the focus in CSCL is on individuals collaborating with their peers, teachers still have a vital role in facilitating learning. Most obviously, the instructor must introduce the CSCL activity in a thoughtful way that contributes to an overarching design plan for the course. The design should clearly define the learning outcomes and assessments for the activity. In order to assure that learners are aware of these objectives and that they are eventually met, proper administration of both resources and expectations is necessary to avoid learner overload. Once the activity has begun, the teacher is charged with kick-starting and monitoring discussion to facilitate learning. He or she must also be able to mitigate technical issues for the class. Lastly, the instructor must engage in assessment, in whatever form the design calls for, in order to ensure objectives have been met for all students.

Without the proper structure, any CSCL strategy can lose its effectiveness. It is the responsibility of the teacher to make students aware of what their goals are, how they should be interacting, potential technological concerns, and the time-frame for the exercise. This framework should enhance the experience for learners by supporting collaboration and creating opportunities for the construction of knowledge. Another important consideration of educators who implement online learning environments is affordance. Students who are already comfortable with online communication often choose to interact casually. Mediators should pay special attention to make students aware of their expectations for formality online. While students sometime have frames of reference for online communication, they often do not have all of the skills necessary to solve problems by themselves. Ideally, teachers provide what is called "scaffolding", a platform of knowledge that they can build on. A unique benefit of CSCL is that, given proper teacher facilitation, students can use technology to build learning foundations with their peers. This allows instructors to gauge the difficulty of the tasks presented and make informed decisions about the extent of the scaffolding needed.

Effects

According to Salomon (1995), the possibility of intellectual partnerships with both peers and advanced information technology has changed the criteria for what is counted to be the effects of technology. Instead of only concentrating on the amount and quality of learning outcomes, we need to distinguish between two kinds of effects: that is, "effects with a tool and/or collaborating peers, and effects of these." He used the term called "effects with" which is to describe the changes that take place while one is engaged in intellectual partnership with peers or with a computer tool. For example, the changed quality of problem solving in a team. And he means the word "effects of" more lasting changes that take place when computer-enhanced collaboration teaches students to ask more exact and explicit questions even when not using that system.

Applications

It has a number of implications for instructional designers, developers, and teachers.

  • First, it revealed what technological features or functions were particularly important and useful to students in the context of writing, and how a CSCL system could be adapted for use for different subject areas, which have specific implications for instructional designers or developers to consider when designing CSCL tools.
  • Second, this study also suggested the important role of a teacher in designing the scaffolds, scaffolding the collaborative learning process, and making CSCL a success. Third, it is important that a meaningful, real-world task is designed for CSCL in order to engage students in authentic learning activities of knowledge construction.
  • Third, cooperative work in the classroom, using as a tool based technology devices "one to one " where the teacher has a program of classroom management, allows not only the enhancement of teamwork where each member takes responsibilities involving the group, but also a personalized and individualized instruction, adapting to the rhythms of the students, and allowing to achieve the targets set in which has been proposed for them individualized Work Plan.

Criticism and concerns

Though CSCL holds promise for enhancing education, it is not without barriers or challenges to successful implementation. Obviously, students or participants need sufficient access to computer technology. Though access to computers has improved in the last 15 to 20 years, teacher attitudes about technology and sufficient access to Internet-connected computers continue to be barriers to more widespread usage of CSCL pedagogy.

Furthermore, instructors find that the time needed to monitor student discourse and review, comment on, and grade student products can be more demanding than what is necessary for traditional face-to-face classrooms. The teacher or professor also has an instructional decision to make regarding the complexity of the problem presented. To warrant collaborative work, the problem must be of sufficient complexity, otherwise teamwork is unnecessary. Also, there is risk in assuming that students instinctively know how to work collaboratively. Though the task may be collaborative by nature, students may still need training on how to work in a truly cooperative process.

Others have noted a concern with the concept of scripting as it pertains to CSCL. There is an issue with possibly over-scripting the CSCL experience and in so doing, creating "fake collaboration". Such over-scripted collaboration may fail to trigger the social, cognitive, and emotional mechanisms that are necessary to true collaborative learning.

There is also the concern that the mere availability of the technology tools can create problems. Instructors may be tempted to apply technology to a learning activity that can very adequately be handled without the intervention or support of computers. In the process of students and teachers learning how to use the "user-friendly" technology, they never get to the act of collaboration. As a result, computers become an obstacle to collaboration rather than a supporter of it.

For second language acquisition

History

The advent of computer-supported collaborative learning (CSCL) as an instructional strategy for second language acquisition can be traced back to the 1990s. During that time, the internet was growing rapidly, which was one of the key factors that facilitated the process. At the time, the first wikis (such as WikiWikiWeb) were still undergoing early development, but the use of other tools such as electronic discussion groups allowed for equal participation amongst peers, particularly benefiting those who would normally not participate otherwise during face-to-face interactions.

During the establishment of wikis in the 2000s, global research began to emerge regarding their effectiveness in promoting second language acquisition. Some of this research focused on more specific areas such as systemic-functional linguistics, humanistic education, experiental learning, and psycholinguistics. For example, in 2009 Yu-Ching Chen performed a study to determine the overall effectiveness of wikis in an English as a second language class in Taiwan. Another example is a 2009 study by Greg Kessler in which pre-service, non-native English speaker teachers in a Mexican university were given the task to collaborate on a wiki, which served as the final product for one of their courses. In this study, emphasis was placed on the level of grammatical accuracy achieved by the students throughout the course of the task.

Due to the continual development of technology, other educational tools aside from wikis are being implemented and studied to determine their potential in scaffolding second language acquisition. According to Mark Warschauer (2010), among these are blogs, automated writing evaluation systems, and open-source netbooks. Ex situ of the classroom, the development of other recent online tools such as Livemocha (2007) have facilitated language acquisition via member-to-member interactions, demonstrating firsthand the impact the advancement of technology has made towards meeting the varying needs of language learners.

Effectiveness and perception

Studies in the field of computer-assisted language learning (CALL) have shown that computers provide material and valuable feedback for language learners and that computers can be a positive tool for both individual and collaborative language learning. CALL programs offer the potential for interactions between the language learners and the computer. Additionally, students' autonomous language learning and self-assessment can be made widely available through the web. In CSCL, the computer is not only seen as a potential language tutor by providing assessment for students' responses, but also as a tool to give language learners the opportunity to learn from the computer and also via collaboration with other language learners. Juan focuses on new models and systems that perform efficient evaluation of student activity in online-based education. Their findings indicate that CSCL environments organized by teachers are useful for students to develop their language skills. Additionally, CSCL increases students' confidence and encourages them to maintain active learning, reducing the passive reliance on teachers' feedback. Using CSCL as a tool in the second language learning classroom has also shown to reduce learner anxiety.

Various case studies and projects had been conducted in order to measure the effectiveness and perception of CSCL in a language learning classroom. After a collaborative internet-based project, language learners indicated that their confidence in using the language had increased and that they felt more motivated to learn and use the target language. After analyzing student questionnaires, discussion board entries, final project reports, and student journals, Dooly suggests that during computer supported collaborative language learning, students have an increased awareness of different aspects of the target language and pay increased attention to their own language learning process. Since the participants of her project were language teacher trainees, she adds that they felt prepared and willing to incorporate online interaction in their own teaching in the future.

Cultural considerations

Culture may be thought of as composed of "beliefs, norms, assumptions, knowledge, values, or sets of practice that are shared and form a system". Learning communities focused in whole or part on second language acquisition may often be distinctly multicultural in composition, and as the cultural background of individual learners affects their collaborative norms and practices, this can significantly impact their ability to learn in a CSCL environment.

CSCL environments are generally valued for the potential to promote collaboration in cross-cultural learning communities. Based on social constructivist views of learning, many CSCL environments fundamentally emphasize learning as the co-construction of knowledge through the computer-mediated interaction of multivoiced community members. Computer-mediation of the learning process has been found to afford consideration of alternative viewpoints in multicultural/multilingual learning communities. When compared to traditional face-to-face environments, computer-mediated learning environments have been shown to result in more equal levels of participation for ESL students in courses with native English speakers. Language barriers for non-native speakers tend to detract from equal participation in general, and this can be alleviated to some extent through the use of technologies which support asynchronous modes of written communication.

Online learning environments however tend to reflect the cultural, epistemological, and pedagogical goals and assumptions of their designers. In computer-supported collaborative learning environments, there is evidence that cultural background may impact learner motivation, attitude towards learning and e-learning, learning preference (style), computer usage, learning behavior and strategies, academic achievement, communication, participation, knowledge transfer, sharing and collaborative learning. Studies variously comparing Asian, American and Danish and Finnish learners have suggested that learners from different cultures exhibit different interaction patterns with their peers and teachers in online. A number of studies have shown that difference in Eastern and Western educational cultures, for instance, which are found in traditional environments are also present in online environments. Zhang has described Eastern education as more group-based, teacher-dominated, centrally organized, and examination-oriented than Western approaches. Students who have learned to learn in an Eastern context emphasizing teacher authority and standardized examinations may perform differently in a CSCL environment characterized by peer critique and co-construction of educational artifacts as the primary mode of assessment.

Design implications

A "multiple cultural model" of instructional design emphasizes variability and flexibility in the process of designing for multicultural inclusiveness, focusing on the development of learning environments reflecting the multicultural realities of society, include multiple ways of teaching and learning, and promote equity of outcomes. McLoughlin, C. & Oliver propose a social, constructivist approach to the design of culturally-sensitive CSCL environments which emphasizes flexibility with regard to specific learning tasks, tools, roles, responsibilities, communication strategies, social interactions, learning goals and modes of assessment [B5]. Constructivist instructional design approaches such as R2D2 which emphasize reflexive, recursive, participatory design of learning experiences may be employed in developing CSCL which authentically engages learners from diverse linguistic and cultural backgrounds.

Dyslexia in Computer-Supported Collaborative Learning

History

Dyslexia primarily involves difficulties with reading, spelling and sentence structure, transposition, memory, organization and time management, and lack of confidence. Dyslexia has in the past two decades become increasingly present in research and legislation. The United Kingdom passed the Disability Discrimination Act 1995 in which institutions were required to "reasonably adjust" instruction for students with disabilities, particularly physical and sensory disabilities; in 2002, the Special Education Needs and Disabilities Act adjusted the legislation to include learning disabilities.

The Americans with Disabilities Act of 1990 (ADA) established that all students with disabilities must be included in all state and districtwide assessments of student progress. The ADA also guarantees equal accommodation for the disabled in, "employment, public accommodations, state and local government services, transportation, and telecommunications."

In recent years, tools such as WebHelpDyslexia and other capabilities of web applications have increased the availability of tools to provide coping skills for students with dyslexia.

Research on Dyslexia in E-Learning Environments

In 2006, Woodfine argued that dyslexia can impact the ability of a student to participate in synchronous e-learning environments, especially if activities being completed are text-based. During experimental qualitative research, Woodfine found that data suggested "learners with dyslexia might suffer from embarrassment, shame and even guilt about their ability to interact with other learners when in a synchronous environment."

In a study by Fichten et al., it was found that assistive technology can be beneficial in aiding students with the progression of their reading and writing skills. Tools such as spell check or text-to-speech can be helpful to learners with dyslexia by allowing them to focus more on self-expression and less on errors.

Design implications

Alsobhi, et al., examined assistive technologies for dyslexic students and concluded that the most fundamental considerations to be had when serving students of this population are: "the learning styles that people with dyslexia exhibit, and how assistive technology can be adapted to align with these learning behaviors."

The Dyslexia Adaptive E-Learning (DAEL) is a suggested a framework that proposes four dimensions that cover 26 attributes. The proposed framework asks educators to make decisions based on perceived ease of use, perceived usefulness, and system adaptability:

  • perceived ease of use: This refers to the degree to which a student believes that using the technology is free of effort. One technique to increase the perceived ease of use includes utilizing technology in which self-descriptiveness is present. This, coupled with clarity and logical flow of functions, makes the learning process easier and the interaction between the user and machine more convenient.
  • perceived usefulness: Defined as how a student's performance, or learning performance, can be enhanced by a system. Studies show the impact of perceived ease of use and perceived usefulness and their role in a users' decision on whether to use a system again. Scaffolding as well as accommodations to the student's learning style will help overcome limitations of system operations, as will feedback geared toward system improvements.
  • system adaptability: Refers to the user experiences and the way in which students are given control over a system to increase confidence and comfort in their learning. In addition to implications for the system, the flow of content shouldb be logical and the tone (attitude) of content should be encouraging.

508 Compliance & the implications for Educators

Educators that choose to use the CSCL environment must be aware of 508 compliance and its legal implications. "In the U.S., the criteria for designing Web pages accessibly are provided by two major sets: the W3C's Web Accessibility Guidelines (WCAG) and the design standards issued under U.S. federal law, Section 508 of the Rehabilitation Act, as amended in 1998.1 Features of accessible design include, among others, the provision of ALT tags for nontextual elements, such as images, animations and image map hot spots; meaningful link text; logical and persistent page organization, and the inclusion of skip navigation links."

Unfortunately, not all educators are exposed to these guidelines, especially if their collegiate programs do not provide exposure to the use of computers, aspects of web design or technology in education. In some cases, it may be advantageous for the educator to collaborate with an instructional technologist or web designer to ensure 508 guidelines are addressed in the desired learning environment for the CSCL.

Web 3.0 and Computer-Supported Collaborative Learning (CSCL)

The World Wide Web began as information sharing on static webpages accessible on a computer through the use of a web browser. As more interactive capabilities were added, it evolved into Web 2.0, which allowed for user-generated content and participation (e.g. social networking). This opened up many new possibilities for computer-supported collaborative learning (CSCL) using the Internet. The internet is now entering a new phase, Web 3.0 or the Semantic Web, which is characterized by the greater interconnectivity of machine-readable data from many different sources. New intelligent technology applications will be able to manage, organize and create meaning from this data, which will have a significant impact on CSCL.

The interconnectivity of machine-readable data with semantic tags means that searches will be greatly enhanced. Search results will be more relevant, recommendations of resources will be made based on search terms and results will include multimedia content.

New Web 3.0 capabilities for learners include enhanced tools for managing learning, allowing them to self-regulate and co-regulate learning without the assistance of an instructor. Through the use of Web 3.0, groups and communities can be formed according to specific criteria without human input. These communities and groups can provide support to new learners and give experts an opportunity to share their knowledge.

Teachers can benefit from these same capabilities to manage their teaching. In addition, the software for Web 3.0 collaboration will include using data from group communications, which then generates how much each individual has collaborated based on how often they communicate and how long their messages are.

Examples of new Web 3.0 tools to enhance CSCL

Virtual Assistants and Intelligent Agents

Making data machine-readable is leading to the development of virtual assistants and intelligent agents. These are tools which can access data on a user's behalf and will be able to assist learners and collaborators in several ways. They can provide personalized and customized search results by accessing data on a variety of platforms, recommend resources based on user information and preferences, manage administrative tasks, communicate with other agents and databases, and help organize information and interactions with collaborators.

Virtual Learning Communities

Virtual learning communities are cyberspaces that allow for individual and collaborative learning to take place. While they exist today, with Web 3.0 they will gain enhanced features enabling more collaborative learning to take place. Some describe them as evolving out of existing learning management systems (LMSs), adding intelligent agents and virtual assistants that can enhance content searches and deal with administrative and communication tasks, or enabling different LMSs around the world to communicate with each other, creating an even larger community to share resources and locate potential collaborators. Virtual learning communities will also enable different types of peer-to-peer interaction and resource sharing to support co-construction of knowledge. These communities may also include some aspects of 3D gaming and VR.

Non-immersive and Immersive 3D Virtual Environments

Through the use of 3D gaming, users can simulate lives of others while providing their knowledge throughout the 3D environment as an avatar. These 3D environments also foster simulation and scenario building for places where users would otherwise not have access. The 3D environments facilitate online knowledge building communities. Non-immersive environments are environments in which not all five senses are used but still allows users to interact in virtual worlds. Virtual Reality (VR) headsets are sometimes used to give users a full immersion experience, into these 3D virtual worlds. This allows users to interact with each other in real time and simulate different learning situations with other users. These learning experiences and environments vary between fields and learning goals. Certain virtual reality headsets allow users to communicate with each other while being in different physical locations.

Multimodal literacy development in CSCL

The concept of Multimodal literacy

Multimodal literacy is the way processes of literacy - reading, writing, talking, listening and viewing - are occurring within and around new communication media. (Kress & Jewitt, 2003; Pahl & Rowsell, 2005; Walsh, 2008) It refers to meaning-making that occurs through the reading, viewing, understanding, responding to and producing and interacting with multimedia and digital texts. (Walsh, 2010)

Literature review on multi-modal literacy in CSCL

* Online forum

Online forums offer numerous advantages for both teacher and students for collaborative learning online. Discussion forums provide a wider platform to exchange information and ideas, to develop writing and reading skills, critical thinking skills. (Jill Margerison, 2013) A collaborative online forum can also help students learn about the unique challenges of online communication, especially the need for clarity and the dangers of sarcasm. (Susan Martens-Baker, 2009) For the teacher, they offer a flexible platform from which to educate in a participatory culture, where teachers and students can interact with each other and create new knowledge. (Jill Margerison, 2013)

* Video games

Video games were designed as a learning tool engaged learners who advance through experimentation, critical thinking and practice in the virtual world. (Abrams, 2009) Video games in CSCL can promote positive interdependence, individual accountability, face-to-face promotive interaction, social skills, and group processing abilities in the ELA classroom. Through interactions in the virtual world, learners have the opportunities to establish their presence, identity and create meanings for their lives.

* Multimodal composition in digital storytelling: podcast, video/ audio crafts

Digital storytelling refers to integrating a variety of means, such as images, audio, video, graphics and diagram to personal narratives and crafts. Four skill competencies: reading, writing, speaking, and listening would be enhanced by producing digital products. (Brenner, 2014) Students have a greater sense of autonomy, agency through the digital storytelling in CSCL.

The implication for classroom teaching

* Online-forum

Online forums provide opportunities for young people to engage in the self-exposition as they practice digital literacies and hone the skill of movement across multiple literacies, languages and subject positions. Meanwhile, identity is a constellation of the multiple communities. It is also important to emphasize the potentially harmful cultural discourses that occur within young people's consumption. (Kim, 2015)

* Videogame

Through capitalizing on students' gaming experiences by recognizing how they apply to the subject at hand, teachers can highlight the benefits of virtual learning environments and draw upon students' gaming experiences to understand their application of virtual learning across curricula. Educators need to choose the appropriate game for the particular subject to endorse their instruction and promote collaboration among students.

Multimodal composition: podcast, audio, video crafts in digital storytelling

Students who engage in collaborative learning for creating digital production show the characteristics of leadership. Moreover, students would gain the experience of collaboration and expand their skill of the multimodal literacy. In addition, digital composition provides a meaningful tool for teachers to assess. (Brenner, 2014)

Applications for ELLs

Multimodal literacy can facilitate English learners' literacy learning. It has provided opportunities for English learners to expand the interpretation of texts. (Ajayi, 2009) Specifically, English language learners can increase their language ability through computer-collaborative learning. The multimodality platforms provide students, especially ELLs with an anxiety-free zone to collaborate with their peers in a virtual world in order to make meanings together. Technology self-efficacy increases ELLs' level of independence and reduces their level of anxiety. (Mellati, Zangoei & Khademi, 2015) ELLs will have more motivation and self-confident while participating in online group projects to make contributions and share knowledge with their peers. As a result of collaborative learning, ELLs would expand their vocabulary, gain advanced and more academic grammars.

CSCL in Post-Secondary Education

Overview of CSCL in Post-Secondary Education

Research on CSCL in post-secondary education settings

The applications of CSCL in post-secondary education demonstrate positive impacts on students' learning such as promoting learner interaction, motivation and understanding. As collaborative learning is grounded in social constructivism, the interaction and collaboration during learning is valued.

Developing Professional Skills

There's research findings that shows online students had higher scores than face-to-face students in professional competence acquisition test, showing the effectiveness of CSCL in promoting the development of professional skills

Knowledge Building

Knowledge co-construction among geographically dispersed students in an online postgraduate program was explained in a study as students relied heavily on each other for their on-going participation in the online discussions and joint refinement of ideas introduced.

Design Principles & Instructional Strategies for CSCL in Post-Secondary Education

The design principles for using CSCL can be considered from different perspectives. For technical use, instructors need to provide tutorials and online training modules to students. For collaboration, students need time to plan and coordinate group work as well as instructors' support and guidance on the discussions. Also, group size and composition should be taken into consideration for better quality of interaction. More instructional strategies are presented below.

Project-Based Settings Using Wikis

Wikis is a tool for learners to co-construct knowledge online with the access to create and edit contents. There are three phases of using wikis for collaborative writing:

Phase 1. Crisis of Authority

Users experience challenges due to unfamiliarity with the use of wiki and the unknown of other teammates' boundaries of being commented or revised on their writings.

Phase 2. Crisis of Relationship

Collaborative learning emerges and group communication is improved.

Phase 3. Resolution of Crisis

More frequent communication occurs and increased co-writing among team members.

To better design wiki-based project, the design principles design include:

1. Provide learners with a practice article to edit at the beginning of a course for getting familiar with using wikis

2. Informs learners of different communication tools to work collaboratively.

3. Engage learners with repeated wiki article assignments.

4. Provide timely feedback on students' discussion, participation and interaction.

Online Learning Management Systems

The characteristic of social interaction in CSCL can be demonstrated on the online learning community where learners can communicate with each other. One of the medium facilitating the online community to work is online learning management system that provides all people including learners, professors, and administrative staff to communicate.

When using an online learning management system for collaborative learning, the instructor should provide technical training by presenting video tutorials, online training modules or online workshops.

Mobile Computer Supported Collaborative Learning

Mobile CSCL (mCSCL) is beneficial to students' learning achievements, attitude and interactions. The suggested design principles from CSCL include:

1. An idea group size is around 3 to 4 people.

2. A duration between 1 and 4 weeks demonstrate better effects. The criticisms version indicate in the case of short term course the interactions networks not consolidate.

Professional Teaching Community

Professional teacher communities are positively related to student learning, teacher learning, teacher practice and school culture. Teacher collaboration is a significant element of these communities. Reflection‐oriented tasks (such as reflection on teaching performance in individual writing, peer feedback, and collective writing) stimulated participation, and in combination with task structure also interaction in these communities. Furthermore, structured tasks(such as crossword puzzles, the path to come to a solution is unambiguous and answers can be immediately checked) which required critical reflection on personal experiences and perspectives triggered task‐related communication and a deep level of information exchange.

Distance Learning

The European Union Comenius fund sponsored FISTE project which is concerned with the educational use of information and communication technologies (ICTs), specifically with the development and dissemination of a new pedagogical strategy for distance learning through in-service teacher education in schools across Europe. This project uses the online Virtual Learning Environment platform BSCW as a Computer Supportive Communication Learning tool to facilitate the way the participants work together. This work has involved schools and teacher training providers, building culturally different work in in-service teacher education in the participating countries. The value of using CSCL supported technology for in-service teacher education in Europe lies in the concept of hinterland. Cross-national courses like the FISTE would be difficult to run without this technological approach.

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