Browsing by Author "Ibwe, Kwame S."

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    Active Learning through Smart Grid Model Site in Challenge Based Learning Course
    (Journal of Systemics, Cybernetics and Informatics, 2018-10) Kalinga, Ellen A.; Ibwe, Kwame S.; Mvungi, Nerey H.; Tenhunen, Hannu
    Smart Grid is a new and growing technology to developing countries. Its implementation and sustainability rely on well trained experts. Sustainability of the smart grid need local experts, hence a project named iGRID: Smart Grid Capacity Development and Enhancement in Tanzania was started. The project is running at the College of Information and Communication Technologies, University of Dar es Salaam. It intends to generate the necessary technical and scientific skills to ensure sustainable implementation of smart grid. iGRID project introduced taught PhD and Masters programs focusing on society, innovation and entrepreneurship in iGRID aspects, as well as to facilitate implementation of automation of monitoring, evaluation, analysis, control and management of electrical power system (smart grid) in order to improve delivery efficiency and to optimize operational costs in the electrical power system in Tanzania. The project made use of Challenge-Based Learning (CBL) methodology to engage students to work together with stakeholders in identifying challenges facing electrical power system in Tanzania. This paper presents the experience of using CBL methodology to achieve active learning to engineering students. The dynamicity of the teaching model, allowed students to acquire skills necessary to solve medium to high tech complex problems. The results build a continuous learning platform for students researching in electrical field.
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    Active Learning through Smart Grid Model Site in Challenge Based Learning Course
    (2018-07) Kalinga, Ellen A.; Ibwe, Kwame S.; Mvungi, Nerey H.; Tenhunen, Hannu
    Smart Grid is a new and growing technology to developing countries. Its implementation and sustainability rely on well trained experts. Sustainability of the smart grid need local experts, hence a project named iGRID: Smart Grid Capacity Development and Enhancement in Tanzania was started. The project is running at the College of Information and Communication Technologies, University of Dar es Salaam. It intends to generate the necessary technical and scientific skills to ensure sustainable implementation of smart grid. iGRID project introduced taught PhD and Masters programs focusing on society, innovation and entrepreneurship in iGRID aspects, as well as to facilitate implementation of automation of monitoring, evaluation, analysis, control and management of electrical power system (smart grid) in order to improve delivery efficiency and to optimize operational costs in the electrical power system in Tanzania. The project made use of Challenge-Based Learning (CBL) methodology to engage students to work together with stakeholders in identifying challenges facing electrical power system in Tanzania. This paper presents the experience of using CBL methodology to achieve active learning to engineering students. The dynamicity of the teaching model, allowed students to acquire skills necessary to solve medium to high tech complex problems. The results build a continuous learning platform for students researching in electrical field. Keywords: Active Learning, Smart Grid, Challenge-Based Learning, Tanzania.
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    The Impact of Industry Participation on Challenge Based Learning
    (Tempus Publications, 2018) Ibwe, Kwame S.; Kalinga, Ellen A.; Mvungi, Nerey H.; Hannu, Tenhunen; Ville, Taajamaa
    The future of learning is being revolutionized by challenge based learning (CBL), where academia offers solutions to real life challenges. Unfortunately, in developing countries academia overlook the importance of involving stakeholders who are the prospective owners of the solutions developed. This is because of the weak link between academic institutions and industry in research and development activities. However, to solve real life challenges faced by the society the researchers need to work closely and continuously with the targeted community for them to get the sense of ownership and for the solutions to take into account all relevant factors. This paper presents the impacts realized when eight stakeholders were fully involved from identification to developing solutions of the challenges facing the electrical power sector in Tanzania which is wholly managed by a public utility company TANESCO from generation to distribution. Challenge based courses introduced in taught PhD and MSc programs were used to create the necessary skills but also to evaluate the effectiveness of the approach in realizing the intended objectives. Nine PhD and six MSc students were involved. The stakeholders’ involvement helped the research students to align the identification of the challenges to be in line with societal perception rather being purely scientific and/or technical like excessive reactive power or skin effect and to work in multidisciplinary teams. This paper presents the process adopted in real life challenges identification, the proposed solutions to the identified challenges and how academia can link with industry in solving real-life problems facing the society, in particular the higher learning institutions in developing countries.