US-China Education Review 2013 (11A)

US-China Education Review
A
Volume 3, Number 11, November 2013 (Serial Number 30)
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US-China Education Review

A
Volume 3, Number 11, November 2013 (Serial Number 30)
Contents
Vocational and Technical Education
A Integrated Master Plan for Nurturing the Talents of Energy Services Industry in Taiwan Wen-Bin Cheng, Yi-Feng Chen Analysis of the Implementation Problems and the Talent Demand in the ESCO Industry Tzu-Ping Lo, Wang-Kun Chen 810 803
Curriculum and Teaching

Curriculum Design for the Knowledge Domain of ESCO Industry Pao-Mei Liao, Chih-Mei Chou A Study on the Framework and Evaluation Mechanism for the Training Courses of ESCO Jyh-Harng Shyng Research on the Indoor Air Quality When Implementing Energy-Saving Concept in Public Area of Taiwan Chih-Mei Chou Applying Group Dynamics to Improve the Learning Outcome of ESCO Course Wang-Kun Chen, Tzu-Ping Lo Learning Outside the School: A Field Trip to Know Green Buildings Wang-Kun Chen, Yu-Lan Yuan, Wen-Bin Cheng 851 837 823 817
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Teaching Technology
Teaching Model of ESCODeveloping an E-learning Framework With Information Technology Dong-Liang Cai Understanding Sustainable Environment in ESCO Course With Supplementary Educational Tool Ming-Wei Lin, Ching-Song Jwo
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US-China Education Review A, ISSN 2161-623X November 2013, Vol. 3, No. 11, 803-809
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An Integrated Master Plan for Nurturing the Talents of Energy Services Industry in Taiwan
Wen-Bin Cheng, Yi-Feng Chen
Jinwen University of Science and Technology, New Taipei City, Taiwan
This paper presents the outline of a master plan of energy education for nurturing the talents of ESCOs (energy service companies) in Taiwan. The human resource needs were estimated by literature review and expert interview; the Fuzzy Delphi Method was adopted to illustrate core knowledge factors; and the weighting factors were also analyzed by ANP (analytic network process) in this study. Then, the core knowledge of students and industry staffs was proposed, and gave suggestions to those who are interested in cultivating human resource of ESCOs. This master plan includes a main project and three sub-projects. The main project focuses on the integration of the three sub-projects. The first sub-project is about the features, trends, and manpower needs of energy services. In the second sub-project, we explore the core literacy of ESCOs for the school students. For the third sub-project, the evaluation and certification mechanisms for ESCOs in the community were proposed. The results of this research are described in details in this paper. Keywords: energy education, core knowledge, curriculum design, ESCO (energy service company), human resource
Introduction
Why ESCO? ESCO (energy service company) is a kind of enterprise to achieve energy efficiency and provide comprehensive services in energy saving. ESCO focuses on lighting, HVAC (heating, ventilation, and air conditioning), and production facilities in commercial buildings and factories to evaluate the energy consumption. ESCO implements new technology to achieve energy-saving performance and share the saving costs as the service fees (Goldman, Hopper, & Osborn, 2005; Vine, 2005; Limaye, D. R., & Limaye, E. S., 2011; Hopper, Gilligan, Singer, & Birr, 2007). ESCO industry is one of the nine main industries that Taiwan government wants to promote for achieving the low-carbon society. It belongs to the new emerging industries, including energy system analysis, technology integration, financial analysis, legal and contract capacity, project and quality management, baseline setting, and measurement and verification. ESCO integrates wide professions and covers all the core knowledge in human resource management (Hansen, Langlois, & Bertoldi, 2009). Over the past few years, a lot of research about the energy conservation has implemented, which is mainly for electricity and fuel use on the large energy consumption customers. These projects assist to reduce
Wen-Bin Cheng, Ph.D., professor, Department of Environment and Property Management, Jinwen University of Science and Technology. Yi-Feng Chen, Ph.D., professor, Department of Electronic Engineering, Jinwen University of Science and Technology.
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NURTURING THE TALENTS OF ENERGY SERVICES INDUSTRY
greenhouse gas emissions and lower the operating costs in manpower; however, there is still a lack of service for the residential or community buildings. As the energy services sector is an interdisciplinary and emerging industry, so it includes many aspects, such as financial modeling, contractual mechanisms, energy-saving technology, project management, and other related professionals. Current domestic institutions are still short of the necessary mechanisms to foster the market corresponding talents. Therefore, the main research goal of this integrated project is to introduce the energy services into the community and existing buildings. The human resource demand analysis of energy services to the community is also discussed in this study. Background of the ESCO Education Research ESCO is an international trend, it needs input of scientific and technological talents. ESCO is the model which can be easily promoted for reducing the energy expenditure. It is a complete business and financial model with support of financial institutions. The users can achieve energy-saving goal without budgeting to purchase of equipment. There are two billion opportunities of energy services in the United States each year; however, it still stayed in the state of emerging industry in Taiwan. Although, it is a great coming opportunity, it requires the matching scientific and technological talents inputs. ESCO is a pattern of enterprise to achieve energy saving, and provide a full range of energy efficiency improvements service. ESCO industry implements energy-saving diagnosis for lighting, air-conditioning, and production equipment in commercial buildings and factories. It introduces new energy-saving equipment simultaneously and provides specific energy conservation practices. The biggest feature of ESCO business is that the service costs are amortized by the savings in energy costs. Furthermore, the energy-saving costs are also used as an investment recovery of energy conservation projects, this can be called the performance contract. ESCO is an interdisciplinary industry, its core competency requires to be precisely defined. ESCO industry is one of the nine industries focus in Taiwan for promoting greenhouse gas reduction. In addition to energy conservation beyond the technical level, it still contains financing plan, performance set up with contract management, energy conservation baseline setting, measurement and verification, etc.. Its areas of expertise has a wide range covering the core knowledge needed in energy services, therefore, there is a need to have a complete mechanism for personnel training. There is no domestic training mechanism in Taiwan, for industrial staff or students at schools. ESCO is an interdisciplinary industry, and belongs to the emerging industries, so it includes financial model, contractual mechanisms, energy-saving technologies, engineering, management, etc.. However, there is still a lack of complete mechanism for domestic institutions to cultivate personnel required by the market; even belong to different industrial areas of expertise. Now, owing to the lack of industrial personnel familiar with ESCO service mechanism, so the training of personnel is also the goal of this project. Accordingly, this study investigates the demand of human resource for ESCO in Taiwan to understand the direction of energy education. The core literacy was determined in this study for designing the course. Objective and Significance The objectives of this ESCO education project are summarized as follows: (1) Conduct a demand analysis for human resource; (2) Develop the core literacy for the scientific and technological talents of this industry; and (3) Through the results of investigation and analysis, to develop the core knowledge and design the course for the students.
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ESCO industry is an international trend, the importance of this study are: (1) understand the industry needs of human resources through surveys and interviews with experts; (2) through a strategic alliance of this project, to integrate resources of universities and industry and promote students to contact with industry earlier by the teaching cooperation; and (3) provide the seeking direction of human resources for the industry and develop core literacy of manpower requirements in ESCOs.
Literature ReviewWhat Is ESCO?

Definition of ESCO by NAESCO, WTO, and DOC (Taiwan) NAESCO (National Association of Energy Service Companies) (2005) defined ESCO as Business that develops, installs, and arranges financing for projects designed to improve the energy efficiency and maintenance costs for facilities over a seven to twenty year time period (NAESCO, 2013). WTO (World Trade Organization) proposed a broad definition of ESCO as Business about dealing services of oil, electricity market trading, power generation, transportation, electric power transmission, power distribution, water resources, energy conservation, as well as the management of coal, electricity, gas, nuclear, oil, renewable energy, etc. (Wang, Y. H., Wang, T. R., & Chang, 2012). According to the definition of the DOC (Department of Commerce) (Ye, Chen, Dai, & Lin, 2012) of Taiwan, ESCO is the industry which deals with new clean energy, energy conservation, energy efficiency improving, inhibition of peak demand loading of equipment transferred, systems and engineering planning, as well as other services, like feasibility study, design, manufacture, installation, construction, maintenance, testing, operation, etc.. Service Items and Characteristics of ESCO The service content of ESCO can be simply divided into five main parts, including energy diagnosis, improve assessment, engineering design, construction supervision, and financial planning (see Table 1). Table 1 Features of Energy Performance Guarantee Agreement
No. 1 2 3 4 5 Description The initial investment costs of energy improvement projects must be repayable by installments from the savings of improved energy costs. ESCO must ensure the energy conservation benefit promised in the contract, otherwise, shall bear the Guaranteed savings difference that did not achieve, which is, no cure, and no pay. ESCO provides the user various service, such as energy diagnostic evaluation, improvement planning, Turn-key project improve engineering design, construction, supervision management, financing program, and guaranteed investment recovery of the one stop shopping. The guarantee agreement of energy performance is financing guarantee by the surplus of energy Project financing improvement project. Measurement & ESCO must apply appropriate way or procedures to evaluate energy efficiency. verification Feature Self-sufficient project
The main activities of various parts and the added value are described below: (1) Energy diagnosis: Analyze current electricity usage for the customers; (2) Improvement assessment: Propose improvement programs and the assessment of the effectiveness by the energy diagnosis results; (3) Engineering design: Design engineering blueprints and timelines according to the improvement plan, and set energy efficiency goals;
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(4) Construction supervision: Control the construction progress and measure the construction outcome, so as to confirm whether the expected objectives have been achieved; (5) Financial planning: Considering customers financial capability to plan for the project blueprint and the expected energy conservation effect. ESCO provides full-service to improve the energy efficiency and proposes energy-saving plan to assist industrial and commercial sectors. The costs are repaid by improving energy efficiency in the process. It is more likely to attract users by this energy-saving program, because enterprises do not need to pay additional funds. Financial Model of ESCO For the general practice, it is done by a professional ESCO enterprise to propose an ECM (energy conservation measure). In this measure, it analyzes the funds and the recovery period needed for the renovation project, and it was regarded as the reference for energy conservation engineering. If there is budget for customers execution, it usually completes in construction project by the traditional bidding procedures. On the contrary, if a customer is lack of funds, the ESCO can help financial institutions assess the customers credit status, and provide financing support to the client. Premise of risk can be controlled and implemented in the transformation project. The client then takes the energy cost savings after the renovation project execution, and repays the installments funds within the period of the contract. In this way, energy users improve their energy efficiency, reduce their energy costs, and need not to pay additional cost on works. Energy technology services company increases energy users turnover and profit. Financial institutions relieve pressure on its capital and add a new business to earn spreads. It is possible to create a win-win situation for the energy users, ESCOs, and financial institutions. Therefore, in broad terms, its business scope may include energy trading, supply, and management; retrofit engineering; performance contract; utility equipment operation maintenance and management; energy conservation diagnosis and consulting; etc.. For the content concerned to serve, it provides the customer energy diagnostic evaluation, improves program planning, engineering design improvements construction, management supervision, financing program, etc.. It also provides the comprehensive services of guaranteed investment recovery and adopts appropriate techniques or procedures to verify the evaluation of energy efficiency. By way of self-financing from the energy cost savings, it is possible to pay back the initial investment costs from the projects of energy conservation improvement. In other words, ESCO uses the latest technologies and concepts jointly seeking with customers to rationalize energy use within the enterprise. That is, they stand on the position of the customer to identify any possible chance of energy saving, and save every penny for their customers. ESCO in Taiwan In 2012, the White Paper of Energy Industry Technology by MOEA (Ministry of Economic Affairs) (Ye et al., 2012) mentioned the four major areas of development focus: (1) renewable energy development, promotion, and utilization; (2) research and development of new energy utilization technology; (3) research and development of carbon reduction technology; and (4) energy efficiency improvement and energy-saving technology services, In the fourth, the energy efficiency improvement and energy-saving technology services were related to this research, it includes the construction of energy environment, demonstration and promotion, as well as the promotion of ESCO grants, as shown in Table 2.
NURTURING THE TALENTS OF ENERGY SERVICES INDUSTRY Table 2 Four Focus Areas and Projects of the Technology of Energy Industry
No. 1 Areas of focus Renewable energy development, promotion, and utilization Research and development of new energy utilization technologies Research and development of carbon reduction technology Energy efficiency improvement and energy-saving technology services
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Technical project (1) PV (solar photovoltaic); (2) solar thermal energy; (3) land and sea area wind power generation; (4) biomass energy; (5) marine energy and geothermal power; (6) construction of low-carbon energy environment; and (7) promotion and demonstration of renewable energy. (1) the use of hydrogen technology; (2) core technology of fuel cell; (3) clean vehicles; and (4) academic prospective studypromote energy technology research centeracademic cooperation of energy research and technology. (1) LED (high-efficiency illumination photoelectric); (2) EICT (energy information and communications technology); (3) high efficiency refrigeration and air condition; (4) industrial development and application of energy-saving technologies; and (5) clean coal, CO2 (carbon dioxide) capture and storage. (1) energy audit for residential and commercial/industrial sectors; (2) industrial applications of high efficiency motors; (3) energy environment construction, demonstration, and promotion; (4) subsidies to promote ESCO; and (5) eco-label system of promotion.
The domestic ESCO industry of Taiwan is mainly promoted by the Bureau of Energy, MOEA. Moreover, TAESCO (Taiwan Association of Energy Service Companies) was established in June 17, 2005, by the active cooperation of ESCO industry.
Research FrameworkDesign a Course for ESCO

Compile the Human Resource Requirements of ESCO Fuzzy Delphi Method is to identify the essential core competency of ESCO. The weighting factors of essential core competency were calculated by ANP (analytic network process). The source of talents and manpower gap of ESCO were investigated through the interviews with experts. And the recommend solutions to the difficulties currently facing were also proposed (Hsu, Lee, & Kreng, 2010; Kuo & Chen, 2008). Develop the Core Literacy for Professionals of ESCO Technology ESCO is a business type providing a full range of energy efficiency improvements service, as well as the energy conservation objective. ESCO industry is an interdisciplinary industry. Lack of complete mechanism for cultivating personnel corresponding to market demands is the current situation. The industry personnel familiar with ESCO service mechanism are still rare. This project develops the core literacy of ESCO for industry personnel and students in schools. Through the investigation and analysis results of ESCO, it is able to provide the design reference of the personnel training courses. The integrated project contains a main project and three sub-projects. The first sub-project is to understand the human resource needs of ESCO to the community through demand analysis. The second sub-project is to design the course of energy services for the community, for both the university students and industrial personnel. The third sub-project is to develop the program evaluation and authentication mechanisms of ESCO in the community, as shown in Figure 1. Therefore, in planning the research content of the integrated plan, there has already planed to put forward the analysis results of ESCO characteristics and development trends in the sub-project 1. Simultaneously, to achieve the objective of international competition and industrial sustainability, how to develop the strategy to introduce the ESCO service into the community was also discussed (Perkins, 1991; Lazonder, Wilhelm, & Hagemans, 2008).
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The core literacy of ESCO service for the students at school was discussed in the sub-project 2. The curriculum was developed by the way to integrate into existing curricula. Also, put forward recommendations of basic ESCO course materials for the continuing education or the companys internal education. The teaching materials prepared by the sub-projects not only can be the foundation of ESCO in schools, but also a good resource of service studies for industrial upgrading. The goal of the third sub-project is to develop the curriculum evaluation system and authentication mechanisms of ESCO. It is mainly the analysis for the curriculum indicators and evaluation method. In the future, it is expect to further develop the mechanisms for energy services industry concern, as shown in Figure 1.
An integrated master plan for nurturing the talents of energy services industry in Taiwan
Features, trends, and manpower needs of energy services
Explore the core literacy of ESCO for the school students
Evaluation and certification mechanisms for the ESCO in the community
Demand for energy services, core curriculum, and authentication mechanisms
Research and analysis
Teaching plan and teaching design authentication
School education
Teaching plan revision and promotion to serving staff
Industry participation mechanisms
Figure 1. The framework of the energy education project.
Results and Discussion

The strategy to import the energy services industry into the community was developed in this integrated project, and it is helpful to be the complement of energy service because Taiwans energy technology services were only focusing on the owners of large energy consumption in the past few years. This project can more precisely implement the manpower cultivation work to reduce greenhouse gas emissions and operating costs. It can contribute to the target of energy conservation services of existing buildings in the community. In addition, the teaching materials developed from the sub-projects are not only the talent base resource for school IT (information technology) services, but also a good reference for domestic industries to upgrade their level in the job-training course. In addition, the curriculum evaluation system and certification mechanisms for energy services developed
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by the integrated project could be used for conducting the analysis of learning indicators and assessment methods for the university courses. In the future, it is expected to further update the teaching materials of ESCO developed in this integrated project. The outputs from various research projects are listed in Table 3. Table 3 Outputs Results From Various Research Projects
No. Project category 1 2 3 4 5 6 7 8 9 Main project Sub-project 1 Sub-project 2 Sub-project 3 Related project (1) Related project (2) Project title An integrated master plan for nurturing the talents of energy services industry in Taiwan Features, trends, and manpower needs of energy services Explore the core literacy of ESCO for the school students Evaluation and certification mechanisms for the ESCO in the community Indoor air quality research project by Environmental Protection Bureau of Taoyuan county government Research outcome: Title of the paper in this issue An integrated master plan for nurturing the talents of energy services industry in Taiwan Analysis of the implementation problems and the talent demand in the ESCO industry Curriculum design for the knowledge domain of ESCO industry A study on the framework and evaluation mechanism for the training courses of ESCO Research on the indoor air quality when implementing energy saving concept in public area of Taiwan Applying group dynamics to improve the learning outcome of ESCO course Learning outside the classroom: A field trip to know green buildings Teaching model of ESCODeveloping an e-learning framework with information technology Understanding sustainable environment in ESCO course with supplementary educational tool
Informal education of energy conservation in the community Core literacy, curriculum design, and carry out of Related project (3) low-carbon leisure Energy-saving buildings, conceptual constructs, Related project (4) education, and promotion Related project (5) Renewable energy, design, and application
References
Goldman, C. A., Hopper, N. C., & Osborn J. G. (2005). Review of US ESCO industry market trends: An empirical analysis of project data. Energy Policy, 33(3), 387-405. Hansen, S. J., Langlois, P., & Bertoldi, P. (2009). ESCOs around the world: Lessons learned in 49 countries. Lilburn, G.A.: The Fairmont Press, Inc.. Hopper, N. C., Gilligan, G. D., Singer, T. E., & Birr, D. (2007). A survey of the US ESCO industry: Market growth and development from 2000 to 2006 (p. 37). Ernest Orlando Lawrence Berkeley National Laboratory. Hsu, Y. L., Lee, C. H., & Kreng, V. B. (2010). The application of Fuzzy Delphi Method and Fuzzy AHP in lubricant regenerative technology selection. Expert Systems With Applications, 37, 419-425. Kuo, Y. F., & Chen, P. C. (2008). Constructing performance appraisal indicators for mobility of the service industries using Fuzzy Delphi Method. Expert Systems With Applications, 35(4), 1930-1939. Lazonder, A. W., Wilhelm, P., & Hagemans, M. G. (2008). The influence of domain knowledge on strategy use during simulation-based inquiry learning. Learning and Instruction, 18, 580-592. Limaye, D. R., & Limaye, E. S. (2011). Scaling up energy efficiency: The case for a super ESCO. Energy Efficiency, 4, 133-144. NAESCO (National Association of Energy Service Company). (2013). What is an ESCO? Retrieved from http://www.naesco. org/resources/esco.htm? Perkins, D. N. (1991). What constructivism demands of the learner? Educational Technology, 19-21. Vine, E. (2005). An international survey of the energy service company (ESCO) industry. Energy Policy, 33(5), 691-704. Wang, Y. H., Wang, T. R., & Chang, C. M. (2012). Explore the industry dynamics of ESCOs. Taiwan ESCO Newsletter, 28, 2-4. Retrieved from http://www.taesco.org.tw Ye, C. H., Chen, T. Y., Dai, B. W., & Lin, Y. Y. (2012). Discussion on the development of Taiwans ESCO industry and government resources. Chinese Hydroelectric HVAC Monthly, 17(42), 1-8. Retrieved from http://tpetube.tpetube.com.tw /newsfiles/800/A17-42.pdf
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Analysis of the Implementation Problems and the Talent Demand in the ESCO Industry
Tzu-Ping Lo, Wang-Kun Chen
ESCO (energy service company) is a kind of corporation to provide comprehensive services in energy saving. ESCOs focus on lighting, HVAC (heating, ventilation, and air conditioning), and production facilities in commercial buildings and factories to evaluate the energy consumption. ESCOs implement new technology to achieve energy-saving performance and share the saving cost as the service fee. ESCO industry is one of the main nine industries that Taiwans government would like to promote in the policy of low-carbon. It belongs to new emerging industries, including energy system analysis, technology integration, financial, legal and contract capacity, project and quality management, baseline setting, and measure and validation. ESCOs integrate wild professions and have to cover all the core knowledge in human resource management. This study collects the needs of human resource by literature review and expert interview. This study adopts Fuzzy Delphi Method to analyze the items of difficulties and core knowledge in ESCO industry, and then, classify the weights by Importance-Urgency Matrix. Then, to propose the core knowledge of students and industry staff who have interests in ESCOs and suggestions for culturing human resource. Keywords: ESCO (energy service company), human resource, core knowledge, Fuzzy Delphi Method, Importance-Urgency Matrix
Background
ESCOs (energy service companies) are companies to assist customers to achieve energy conservation and energy efficiency, and they provide a full range of services. An ESCO provides expertise and oversight to customers on what improvements should be made to their buildings in order to reduce energy consumption and cut down their utility bills. ESCOs predict the energy efficiency, then, import new energy-saving equipment, and provide specific energy conservation practices. To combine with energy-saving and property management services will be a trend of future market from the environmental sustainability point of view. The implementation of energy efficiency projects has fallen far short of the potential due to a number of institutional and financial barriers. The concept of EPC (energy performance contracting) implemented by ESCOs has been recognized as a mechanism to overcome some of these barriers (Dilip & Emily, 2011). However, under the constraints of government regulations, national culture, market maturity, and the public
Acknowledgement: The authors would like to thank the National Science Council, Taiwan, R.O.C., for financially supporting this research under contract No. 101-3113-S-228-007. Tzu-Ping Lo, Ph.D., assistant professor, Department of Environment and Property Management, Jinwen University of Science and Technology. Wang-Kun Chen, Ph.D., associate professor, Department of Environment and Property Management, Jinwen University of Science and Technology.
IMPLEMENTATION PROBLEMS AND THE TALENT DEMAND IN THE ESCO INDUSTRY
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acceptance, ESCO industry in Taiwan is still available on promoting improvement. Environmental sustainability is one of the countrys competitiveness indicators, and ESCO industry development is critical. Therefore, this study collects the human resource needs by literature review and expert interview, adopts Fuzzy Delphi Method to illustrate core knowledge factors and analyzes the factor weights by Importance-Urgency Matrix, then, to propose the core knowledge of students and industry staff who have interests in ESCOs and suggestions for culturing human resource.
The Development and Barriers of ESCOs

The European Parliament (2006) defined ESPC (Energy Saving Performance Contracting) as A contractual arrangement between the beneficiary and the provider (normally an ESCO) of an energy efficiency improvement measure, where investments in that measure are paid for in relation to a contractually agreed level of energy efficiency improvement (p. 22). The aim was to benefit from guaranteed cost savings that achieved through improved energy efficiency and to replace most of the heating boiler systems (about half of them were 20 years old) (Bougrain, 2012). The ESCOs, which exist today in the United States are supported by large and medium scale energy efficiency projects of government institutions and the private sectors. Generally, 58% of ESCOs revenues come from state or local government, educational institutions, and hospitals, 22% from federal sectors, 9% from commercial sectors, 6% from industrial sectors, while only 5% from the public housing and residential sectors together (Hopper, Goldman, Gilligan, Singer, & Birr, 2007). Despite the opportunities to create a thriving energy services business in many countries, the growth and development of the ESCO industry has often been constrained by a number of barriers as following (Dilip & Emily, 2011): (1) The concept of project financing for ESCO projects is not commonly accepted by financial institutions in developing countries. A major reason for this is that financial institutions require collateral and are generally unwilling to accept the savings stream generated by the project as appropriate collateral. Energy efficiency projects are generally small relative to other investment projects being considered by the financial institutions, and they also have a relatively large proportion of soft costs, which cannot be easily collateralized; (2) Due to the immaturity of the energy efficiency market in developing countries, the cost of project development is relatively high, and most small ESCOs find it difficult to finance project development costs; (3) The ESCO model is new in developing countries, and due to the limited experience with successful ESCO projects, ESCOs have not yet developed good credibility with energy users; (4) The staff of financial institutions typically have limited knowledge and understanding of energy efficiency projects and the ESPC concept. Also, financial institutions perceive energy efficiency projects (incorrectly) as inherently more risky than other investments, and generally, require a large proportion of equity funding from the ESCO for a project. Although, the ESCO industry gradually accepted by the market, there are still many issues which need to be promoted. Energy service involves not only the equipment and technology issues, but also the service integration issues, project management issues, market planning and design issues, and construction issues, which require complex and specialized skills. At present, the relevant government departments actively promote ESCOs, but there are still many problems to overcome.
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Research Methodology
This study aims to identify the critical issues of current implementation of ESCOs, as well as the demand for personnel critical skills. This study collects related literature and invites expert interview to define the implementation difficulties and critical abilities of ESCOs in Taiwan. Then, this study adopts Fuzzy Delphi Method to illustrate core knowledge factors and analyze the factor weights by Importance-Urgency Matrix. This study proposes the core knowledge of industry staff who have interests in ESCOs and suggestions for culturing human resource. The critical factors from literature and expert interview are designed as a questionnaire and it invites five senior experts to use Fuzzy Delphi Method. After twice Fuzzy Delphi Method, all questionnaires have reached the convergence criteria. The CP (cross-point) values can be shown in Tables 1 and 2. Table 1 Implementation Difficulties in ESCOs
Item Policy and regulations Market Finance Sub-item Lack of supporting policies and regulations Do not establish energy-sharing mechanisms Do not list ESCOs development as energy-saving action plan Lack of professional education and certification mechanisms General cases which lack of economies of scale Small and medium companies own limited funds Low financial incentives Lack of bank financing information Do not establish a complete energy-saving technology Measurement and verification mechanism is not established Lack of impartial third party to measurement and verification Inadequate technical capacity Lack of energy record Do not establish full-time administrator for energy management Lack of technical R & D (research & development) personnel Lack of profession for management integration Public know very few about ESCO Low acceptance of ESCOs in energy-saving market Number A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 A12 A13 A14 A15 A16 A17 A18 CP 6.00 4.85 6.00 6.00 5.00 5.00 5.00 4.49 6.00 5.53 6.00 5.53 5.05 6.00 4.66 4.80 5.60 4.48
Technology
Human resource Promotion
Table 2 Critical Abilities of ESCOs

Item Sub-item Energy diagnostic capabilities Ability to evaluate and forecast Engineering design Construction supervision Financial plan Equipment sales and market experience Energy transaction Project management Contract design Financial management Communication Marketing promotion Number B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 CP 6.00 5.55 6.00 5.52 5.48 5.22 5.46 6.00 5.61 5.57 5.47 6.00
Technology
Management
The methodology includes Fuzzy Delphi Method and Importance-Urgency Matrix.
IMPLEMENTATION PROBLEMS AND THE TALENT DEMAND IN THE ESCO INDUSTRY Fuzzy Delphi Method
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The traditional Delphi Method, which was developed by Dalkey and Helmer (1963), has been widely used to obtain a consistent ow of answers through the results of questionnaires (Hwang & Lin, 1987; Reza & Vassilis, 1988). Delphi Method is an expert opinion survey method with three features: anonymous response, iteration and controlled feedback, and nally, statistical group response. However, some weaknesses have been exposed, it needs repetitive surveys to allow forecasting values to converge which requires much more time and cost (Hwang & Lin, 1987; Ishikawa, Amagasa, Shiga, Tomizawa, Tatsuta, & Mieno, 1993). Some ambiguity will result due to the differences in the meanings and interpretations of the experts opinions (Hsu, Lee, & Kreng, 2010). The Fuzzy Delphi Method has the following advantages comparing to the traditional Delphi Method (Kuo & Chen, 2008): (1) reducing number of surveys required; (2) by applying the fuzzy theory to clarify invertible fuzziness in interviews with experts to obtain more reasonable and proper responses; (3) achieving higher economic effectiveness in time and costs required to conduct surveys; and (4) simple calculation process, handling multi-level, multi-attribute, and multi-solution decision problems. Hsu et al. (2010) stated the steps of basic Fuzzy Delphi Method: (1) Collect opinions of decision group; (2) Set up triangular fuzzy numbers; (3) Use simple centre of gravity method to defuzzify the fuzzy weight; (4) Screen evaluation indexes. Importance-Urgency Matrix Importance-Urgency Matrix is a method to solve priorities, mainly through investigation to define the importance and urgency. Importance-Urgency Matrix can help managers effectively allocate limited resources to devote resources at key points in order to obtain the maximum benefit (see Figure 1).
Figure 1. Importance-Urgency Matrix.
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Research Findings and Analysis

Implementation Difficulties and Critical Abilities in ESCOs This study adopts the items of Tables 1 and 2 to make questionnaire and invites five experts in ESCOs to complete the Fuzzy Delphi Method. After twice Fuzzy Delphi Method, all issues have reached convergence criteria. The CP values are shown in Tables 1 and 2. The questionnaire adopts nine point scale. The minimum value of implementation difficulties is 4.48 (A18Low acceptance of ESCOs in energy-saving market), and the value of critical abilities is 5.22 (B6Equipment sales and market experience). It represents all experts have similar consensus on the items. Therefore, this study reserves all the items of Tables 1 and 2 to be the implementation difficulties and critical abilities. Analysis of Importance-Urgency Matrix Of the 65 questionnaires distributed, 57 were returned. The return rate is 87.7%. The questionnaire adopts nine point scale to investigate the importance and urgency of all items. As to the implementation difficulties, the Importance-Urgency Matrix is shown in Figure 2.
Figure 2. The Importance-Urgency Matrix of implementation difficulties.
From Figure 2, the priority which needs to be solved can be concluded as follows: (1) A1: Lack of supporting policies and regulations; (2) A2: Do not establish energy-sharing mechanisms; (3) A3: Do not list ESCOs development as energy-saving action plan; (4) A10: Measurement and verification mechanism is not established; (5) A13: Lack of energy record; (6) A16: Lack of profession for management integration. Figure 3 shows the Importance-Urgency Matrix of critical abilities of human resource.
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From Figure 3, the most important critical abilities of ESCOs human resource can be concluded as follows: (1) B1: Energy diagnostic capabilities; (2) B8: Project management; (3) B12: Marketing promotion.
Figure 3. The Importance-Urgency Matrix of critical abilities.
Conclusions and Suggestions

ESCOs are companies to assist customers to achieve energy conservation, energy efficiency, and to provide a full range of services. The services of ESCOs can not only provide energy-saving technologies, but also present the financial plan. The total solution can be very helpful for general public who do not have the specialty to achieve the energy policy. In order to promote the development of ESCO industry, this study adopts Fuzzy Delphi Method to conclude the implementation difficulties and critical abilities of human resource. Then, uses Importance-Urgency Matrix to analyze the most important items. Government should provide ESCOs with the comprehensive regulations, mechanism, and supporting plan. Besides, energy diagnostic capabilities, project management, and marketing promotion are the critical abilities for ESCOs. The ESCO industry is an multi-field industry and meets the new demand and challenges. Those companies who would like to transform to the energy-saving industry can refer the results of this study and provide more competitive energy services.
References
Bougrain, F. (2012). Energy performance and public private partnership. Built Environment Project and Asset Management, 2(1), 41-55. Dalkey, N., & Helmer, O. (1963). An experimental application of the Delphi method to the use of experts. Management Science, 9, 458-467.
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Dilip, R. L., & Emily, S. L. (2011). Scaling up energy efficiency: The case for a super ESCO. Energy Efficiency, 4, 133-144. European Parliament. (2006). Directive 2006/32/CE of the European parliament and of the council of 5 April 2006 on energy end-use efficiency and energy services and repealing council directive 93/76/EEC. Official Journal of the European Union, 27, 22. Hopper, N., Goldman, C., Gilligan, D., Singer, T. E., & Birr, D. (2007). A survey of the U.S. ESCO industry: Market growth and development from 2000 to 2006 (p. 37). Ernest Orlando Lawrence Berkeley National Laboratory. Hsu, Y. L., Lee, C. H., & Kreng, V. B. (2010). The application of fuzzy Delphi method and fuzzy AHP in lubricant regenerative technology selection. Expert Systems With Applications, 37, 419-425. Hwang, C. L., & Lin, M. J. (1987). Group decision making under multiple criteria: Methods and applications. Berlin: Springer-Verlag. Ishikawa, A., Amagasa, M., Shiga, T., Tomizawa, G., Tatsuta, R., & Mieno, H. (1993). The max-min Delphi method and fuzzy Delphi method via fuzzy integration. Fuzzy Sets and Systems, 55, 241-253. Kuo, Y. F., & Chen, P. C. (2008). Constructing performance appraisal indicators for mobility of the service industries using fuzzy Delphi method. Expert Systems With Applications, 35(4), 1930-1939. Reza, K., & Vassilis, S. M. (1988). Delphi hierarchy process (DHP): A methodology for priority setting derived from the Delphi method and analytical hierarchy process. European Journal of Operational Research, 137, 347-354.
DA VID
PUBLISHING
Curriculum Design for the Knowledge Domain of ESCO Industry

Pao-Mei Liao, Chih-Mei Chou
This study aims to develop the concept of knowledge domain for personnel working in the field of energy services, as well as in the field of property management. By analyzing the required knowledge of energy technology services to the community, the necessary expertise, and core technology of relevant personnel, it is able to design the curriculum by the analysis outcome. Therefore, the target of personnel nurturing and cultivate, together with the functions to improve the industry could be achieved. The teaching plans were completed by the ADDIE (analysis, design, development, implementation, and evaluation) model; it can enhance the talent and technology of property management and increase the industrial competitiveness. The benefits of this research are not only to upgrade industrial value, but also to create the economic value of this industry. It also contributes to the promotion of low-carbon communities, and thus, reaching the goal of a sustainable society and homeland. Keywords: ESCO (energy service company), property management , curriculum design
Introduction
ESCO (energy service company) is a new kind of business providing a full range of services in energy efficiency improvements to achieve energy conservation for the enterprises. ESCOs help the implementation and diagnosis of energy conservation in commercial buildings, factory lighting, air-conditioning, etc.. ESCOs provide specific techniques of energy conservation and introduce new energy-saving equipment simultaneously. The costs of its services was amortized by the savings of energy costs, this is also the typical characteristic of ESCO business (Hansen, 2009; Goldman, Hopper, & Osborn, 2005). ESCO is a model for the energy throttling which can be easily extended. It has a complete business and financial model in many countries. In the United States, there are about two billion business opportunities each year. While, in Taiwan, the ESCO industry is still an emerging industry in the very beginning. There are many services fields covered in ESCOs, such as the financial model, contractual mechanisms, energy-saving technology, project management, and other cross-sectoral aspects. Therefore, not only no domestic institution with correspondent department in education system has been established, but also no comprehensive mechanism to nurture personnel required by the market. Even in the existing industry, whether in the supply side or the customer side, the personnel familiar with service mechanism of ESCOs is still very
Acknowledgement: This study was sponsored by the National Science Council of Taiwan, ROC with the project number NSC 101-3113-S-228-008.The authors are grateful to their support in budget to complete this research. Pao-Mei Liao, Ph.D., assistant professor, Department of Environment and Property Management, Jinwen University of Science and Technology. Chih-Mei Chou, Ph.D., assistant professor, Department of Environment and Property Management, Jinwen University of Science and Technology.
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CURRICULUM DESIGN FOR THE KNOWLEDGE DOMAIN OF ESCO INDUSTRY
few. Over the past many years, the main service targets of Taiwans energy service technology industry are the larger business owners, who consume energy from electricity and use a large amount of fuel. But for the energy services of private housing or community buildings, they still received less attention. This will cause a vulnerability of our efforts on energy conservation. Therefore, the main objective of this study was to analyze the required knowledge for technical services to communities and the core expertise and technology needed by the relevant personnel. Beside, curriculum design for knowledge domain of ESCO was proposed so as to response to industry demand for talent development.
Learning Theory for Professional Courses

In curriculum development, U.S. Army has developed an IPISD (Inter-service Procedures for Instructional Systems Development) model long time ago. The objective of this model is to improve the effectiveness of military training. In this model, the instructional design is divided into five stages as analysis, design, implementation, execution, and control. The extended form of ADDIE (analysis, design, development, implementation, and evaluation) is a set of traditional programming used for teaching and training developers, as shown in Figure 1. In this figure, the design patterns of the majority of todays instructional system are mostly resulting from the evolution of this pattern. The most accepted of this model is that it can immediately plan out the system prototyping (Morrison, 2010).
Figure1. Framework of ADDIE.
Content of the five main stages of ADDIE are described below (Macchia, 1992): (1) Analysis: During the analysis stage, issues of teaching must be clarified. In addition, knowledge of the environment and learners must be confirmed. It is possible to decide what knowledge and skills must be obtained from the course through analysis of learners needs; (2) Design: It is necessary to set learning goals in the course design stage. The hardware estimation, activity, content, subject analysis, chapter programs, and media selection are all included. For this reason, the aim of design phase is to complete a series of learning objectives. In the design, it must be systematic and clear. Use the logic and rules of order to develop and evaluate a range of teaching strategies. In the implementation of teaching, plan must also pay attention to every detail; (3) Development: At this stage, the teaching process and content should be established. In order to achieve learning objectives, it should focus on the characteristics of learners and take full advantage of teaching
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resources or media to develop effective teaching skills. If the teaching-oriented course includes e-learning, then, the program designers should develop the course by its information technology. The tester then debugging in the process and the teaching plans should be reviewed, and modified according to the users response; (4) Implementation: At the implementation stage, the training process for learners should be constructed. The content of this training process should include curriculum, learning outcomes, teaching approaches and assessment methods, and preparations in advance for the learners to use new software, tools, or materials. This is a stage for teachers or project managers to confirm that the textbooks, software tools, or teaching strategies are effective; (5) Evaluation: There should be two parts in the assessment stage, one is structured assessment and the other is summative assessment. Structured assessment was in every stage of ADDIE model, and the summative assessment provides learners with the opportunity to respond, as well as the theories associated with. Assessment process should address the questions to the learners to know whether learners achieve the learning objectives or not.
Curriculum Design Theory

Curriculum design model is the epitome of the actual operation situation of curriculum design. It is also a representation of ideal working condition through presentation, communication, curriculum blueprint, or demonstration to make guidance for future actions of curriculum design. There are three main types of curriculum design (McGrath, 2003; Bianchini, 1997; Skilbeck, 1982). Curriculum Design by Objectives Model From the course objectives, teaching objectives, or the expected learning outcomes to design the process, the goal is to show the behavior of the students after teaching. Curriculum design has to support goals. The disadvantages of the target model are as follows: (1) Skills preference, inflexible procedures; (2) Value neutrality, threw the dilemma of design to the teachers; (3) Neglect of human liberation and independent, only emphasis on training; (4) Too standardization and the narrations of goals, do not meet the true intentions of education. Curriculum Design by Process Model Process model emphasize on the way of education and teaching process, it does not focus on the content of education, instead, on active learning of learners and professional thinking of teachers. This model has no pre-determined and specific educational goals and no mandatory behavioral outcomes of student learning. The principles of curriculum design are described below: (1) Allow learners to make an informed choice; (2) Give students an active role; (3) Enable students to access specific things; (4) Students should deal with controversial issues in the classroom; (5) Teachers should not use their authority; (6) Use discussion as a way to explore; (7) Respect the different opinions of participants; (8) Teacher is an facilitator rather than an instructor.
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Process model still has a lot of controversy, such as how to make a choice for different learning needs and how to choose from the different interests of students? Process model relies heavily on teachers professional qualities. Curriculum Design by Situation Model Situation mode was also known as scenario analysis mode or cultural analysis model. It begins from the research of Stilbeck (1976; 1982; 1984). The basic assumption of the curriculum design is to use individual schools and their teachers as the focus of curriculum development, which is school-based curriculum development. Curriculum design proceeds from learning context assessment and analysis to provide different plan content. Curriculum design of situational model advocates interpreting courses from a cultural selected perspective, thus, engaged in curriculum design. According to Stilbecks point of view, the concept of curriculum, the experience of teachers and students, and environmental communication are all parts of this model. There are five main elements of situational model: (1) Situational analysis; (2) Propose targets; (3) Design scheme; (4) Interpretation or implementation of the curriculum program; (5) Assessment, feedback, and reconstruct.
Research Methods
The first step of this study was through literature review, expert meetings, and group discussion. Then, analyze the knowledge needed for the technical services of community energy saving, so that the technique could support the service of ESCO. The second is the course design according to the core knowledge, as well as the school curriculum for college students. The infusion curriculum was designed with collaborative teaching approach, and focuses on the topic of energy service. The existing courses are included. These courses include the fundamental courses, such as physics, chemistry, and electrical subjects; and the environmental management courses, such as creating a low-carbon communities, building energy conservation, and carbon reduction; and property management courses, like equipment and facilities management, financial management, intelligent and green building, etc.. The technology and application of energy services-related knowledge were included in these courses. It can build the technology and attitudes in energy-related professional services for students future work. The development of instructional design can refer to the ADDIE model. The learning modules of this course are designed by using the multiple modes of learning, and with the industry experts to put into practice. Research methods used in this study are described below: (1) Literature review. Literature review is one of the main ways to gather information. The followings are main reference for research and analysis, such as the development of ESCOs in different countries, curriculum development theories, overview of intelligent buildings and green buildings, the major science and technology development policies in Taiwan, etc.; (2) Focus group. For ESCO, a focus group was established to study the teaching mode, teaching operations, industrial care, and other issues for discussion;
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(3) Group discussion. The group is composed of researchers. For information collected or curriculum development, they will discuss the correctness and completeness and confirm the data collection.

In this study, 17 infusion teaching plans were completed by the ADDIE model and were shown in Table 1. Each lesson includes teaching plan, teaching presentations, and description file applied to the relevant courses. Table1 Theme of Teaching Plan and Related Courses
No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Name of infusion curriculum Sustainable development, sustainable property management studies, energy systems, and energy and resource management Sustainable development, field practice of property management, and energy and resource management Sustainable development, sustainable property management studies, and energy and resource management Sustainable development, introduction to environmental engineering Sustainable property management studies, energy and resource management Field practice of property management, creating low-carbon communities Field practice of property management Field practice of property management, sustainable property management studies, and creating low-carbon communities Field practice of property management Field practice of property management, sustainable property management studies, and creating low-carbon communities Power electronics, energy circuit analysis, and basic electricity Computer network practice Creating low-carbon communities, energy and resource management Case field practice of property management Creating low-carbon communities, case field practice of property management, and energy and resource management Creating low-carbon communities, introduction to sustainable property management Environmental planning and management, regulations for property management Lesson plans, theme for personnel training Introduction to energy Introduction to personnel capabilities of energy technology service industry Energy management regulation and energy consumption verification Energy and life Indicators for energy management Introduction to measurement and verification methods Air-conditioning system Application of energy-saving technologies and air conditioning operation Lighting equipment Applications of energy-saving technologies on lighting system Concepts and practices of power systems Energy-saving technology of computer room Energy saving and energy Management Building energy and resource management Energy management systems of residential and commercial building Green building plansdaily energy saving Three regulations of energy and greenhouse gas reduction strategy
In this study, energy services course was developed and introduced into the personnel education of property management service. The property management personnel can provide environmentally-friendly energy management services in response to modern trends, rather than limited to traditional thinking of cleaning, maintenance, and preservation. So, it can provide new industrial technologies and create new value to the industrial personnel. Promotion of the talent and technology of property management could increase the industrial competitiveness and get rid of the embarrassment situation for competition by cheap price in traditional property management market. In addition, knowledge of building energy management to the property management staff could carry out the work of carbon reduction in the community, and then, create high quality of life and promote the
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low-carbon communities for customers. Furthermore, it can expand into the outside environment to reach the goal of low-carbon society and sustainable homelands.
Conclusions and Recommendations

The work in property management industry is quite complicated and trivial. Most of them mainly focused on administrative and routine maintenance services. Because the technical problems often outsourced to the third party, therefore, the personnel of property management generally lacked of understanding and cognition to the energy system. They were not capable of energy management and could not import the energy management services to communities. It could be done by the relevant departments in schools to cultivate the talents or provide the in-service education to the staff in the workplace. In the future, it is expected to expand to a complete training mechanism of energy management by the development of foundation courses from this research. It is also possible to set the program or module in the related departments of property management, or create a job training model in the continuing education system. These can enhance the competitiveness and irreplaceable of property management staff in the workplace.
References
Bianchini, J. A. (1997). Where knowledge construction, equity, and context intersect: Student learning of science in small groups. Journal of Research in Science Teaching, 34(10), 1039-1065. Goldman, C. A., Hopper, N. C., & Osborn, J. G. (2005). Review of US ESCO industry market trends: An empirical analysis of project data. Energy Policy, 33(3), 387-405. Hansen, S. J. (2009). ESCOs around the world: Lessons learned in 49 countries (1st ed.). Lilburn, G.A., USA: The Fairmont Press Inc.. Macchia, J. P. (1992). Total quality education and instructional system development. Educational Technology, 6, 17-21. McGrath, D. (2003). Designing to learn: A focus on design in project-based learning. Learning & Leading With Technology, 30(6), 50-53. Morrison, G. R. (2010). Designing effective instruction (6th ed.). Danvers, M.A., USA: John Wiley & Sons. Skilbeck, M. (1976). School-based curriculum development. In J. Walton, & J. Welton (Eds.), Rational curriculum planning. London: Ward Lock Educational. Skilbeck, M. (1982). School-based curriculum development. In V. Lee, & D. Zeldim (Eds.), Planing in the curriculum (pp. 19-34). London: Hodder and Stoughtion. Skilbeck, M. (1984). School-based curriculum development. London: Paul Chapman.
DA VID
PUBLISHING
A Study on the Framework and Evaluation Mechanism for the Training Courses of ESCO
Jyh-Harng Shyng
The purpose of this research is the comparison of relevant curricula and the establishment of certification mechanism for the personnel who work in ESCOs (energy service companies). This study checks the interaction of teaching and learning to know whether the curriculum has achieved the requirement of ESCO service. On the other hand, it also identifies the problems and difficulties during the learning stage of personnel training and evaluation. From a series of teaching processes, it is obvious that the traditional evaluation system is hardly able to differentiate the curriculum design quality for an emerging field. Therefore, this study reviews the fitness of teaching target against the professional competency via diversified evaluations and the curriculum planning by evaluating the curriculum. It finally feeds back for the modification of curriculum standard. With this evaluation, it is able to verify whether the curriculum standard and the training mechanism have reached the anticipated target or not. Its objective is to ensure that the learning target for nurturing ESCO people is clear. In addition, with the quiz database and the evaluation mechanism, the stability of curriculum contents, the quality of teaching, and the capability of human resource can reach certain level. Therefore, the students can truly apply what they have learnt in ESCO courses to meet the requirements for working in the energy-saving industries. Keywords: evaluation model, quality assurance, ESCO (energy service company)
Introduction
Currently, due to the impact of global warming, the ESCO (energy service company) industry, has drawn attention to the public. It is a type of business that can accomplish energy saving and provide a holistic improvement in energy services. They can conduct energy-saving diagnoses of illumination, air-conditioning equipment, and production improvement in commercial buildings and factories. It also brings in new energy-saving facilities and provides solid energy-saving means. The service charges of ESCO will be paid back by the outcome of energy savings, and this is the major feature of ESCOs. The ESCO industry has even stepped into the community to help the households save their energy. Because the energy service is more important than ever, so ESCO has a wide space to develop in the community. Owing to the historical reason, the ESCOs are still within the emerging stage in Taiwan. The major energy consumption almost comes from the previous industries. However, unlike before, now, the total amount of residential buildings accounts for 80% of the total number, so the ESCO industry is going to make more
Acknowledgement: We appreciate the project subsidy offered by National Science Council, executive Yuan (NSC 101-3113-5-228-009). Jyh-Harng Shyng, Ph.D., assistant professor, Department of Environment and Property Management, Jinwen University of Science and Technology.
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contribution to the community. The major purpose of this research is to evaluate the quiz database of relevant curricula and the certification mechanism. The quiz database of the curricula has two types: basic course and advanced course. The basic course is for students of colleges and universities, mainly on the basic theory of energy service, to equip them with basic competency and career prospects; while the advanced course is for in-service career people, to upgrade the capabilities of professional personnel in ESCO industry, thus, increasing the competiveness of the ESCO service. In addition, the advanced course focuses on the community energy service with scenario learning.
Literature Review
History of ESCO Development and the Status of Energy Consumption in Taiwan The World Bank GEF (Global Environment Facility) Energy Efficiency Portfolio Review and Practitioners Handbook indicated that people usually think that ESCO has only one or two types, and its application is very limited (World Bank, 2004). In fact, there are many types of commercial operation models for ESCO on which the energy-saving target and values are achievable (MOEA (Ministry of Economic Affairs), 2010). Relevant researches compiled as follows: (1) In 2005, Vine has investigated about the relevant elements of ESCO development and its policy by sorting out the existing ESCO development conditions of 39 countries (Vine, 2005); (2) In 2005, Goldman and his colleagues conducted an empirical research for the US ESCO development by using the development timeline, the analytical elements of a number of ESCO, and 1,500 ESCO projects, which finally pointed out that ESCO are of high potential (Goldman, Hopper, & Osborn, 2005); (3) In 2009, Hansen has analyzed about the operation condition, market scale, and contract models that have adopted, and their limitations of 49 countries in the world, to understand the relevant history and business model of ESCO development in each country (Hansen, 2009); (4) In 2010, Lins description of ESCO development definitions is another useful resource, it sums up the data from USA, Japan, China, and EU (European Union), as shown in Table 1 (Lin Su-qin, 2010); Table 1 Description of the Definitions of ESCO Development
Area USA Japan China Definitions of ESCO ESCO regards to development planning, installation, fund planning, and improvement of energy efficiency, and it striving for reduction of cost required for maintaining the facilities and equipment. ESCO aims to save energy and provide design, installation, maintenance, and service for the building equipment, also, provides a service business that can guarantee the performance of energy saving. Professional companies that provide services of diagnosing energy conditions, and designing, financing, restructuring of energy-saving items (construction, equipment installation, and adjustment), transferring the management, etc.. It is a service that combines the energy efficiency technology or energy efficiency measures, including maintenance, operation, service, and required control. In addition, the provision of energy service must combine with the contract for energy-saving effect, of which the energy-saving effect must be verifiable and measureable under normal conditions. According to the definition given by Civil Services of DOC (Department of Commerce), MOEA, ESCO is a kind of business that undertake new and clean energy, energy conservation, upgrading of energy efficiency or the equipment that inhibits or transfers peak power load, system and project planning, feasibility study, design, installation, construction, maintenance, inspection, substitution operation, relevant software and hardware setup, and its relevant services.
EU
Taiwan
FRAMEWORK AND EVALUATION MECHANISM FOR THE TRAINING COURSES OF ESCO
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(5) In 2011, Wang indicated in his paper Energy Service Strategy Analysis that current ESCO industry is between the budding period and the mature period on the market growth curve, and it is in the manufacturing part of industry value chain. The continuous engagement on the market application shall allow ESCO to develop smoothly into the growth period, and to stride to the market application by using the results of production and manufacturing, and R & D (research and development) (Wang, 2011). According to energy statistics in Taiwan, commercial and residential power consumption accounts for 31% of overall power consumption, just below 56% for industry. Along with increasing of living standard, the commercial and residential power consumption increase each year by 10%. Since this belongs to private use, it is the most difficult part for energy control. Using the residential power consumption of 356,556 GWh in 2001 as a baseline, 10% of power saving a year, will create an energy-saving potential of 3.5 billion KWh, as shown in Table 2 (Lin Wen-xiang, 2010). Table 2 Energy Consumption by Sector in Taiwan
Item 1981 1991 2001 Increase rate Note. Unit: GWh. Industry 25,890 65.9% 53,395 58.5% 98,872 56.22% 6.9% Agriculture & transportation 992 2.5% 2,189 2.4% 3,345 1.9% 6.3% Residence 7,283 18.5% 18,233 20.0% 35,656 20.3% 8.3% Business 2,078 5.3% 8,007 8.8% 19,062 10.8% 11.7% Others 3,065 7.8% 9,425 10.3% 18,974 10.8% 9.5% Total 39,308 100% 91,249 100% 175,909 100% 7.8%
According to the research of Taiwan Green Production Foundation, ESCO is a kind of cross-industry business, also, an emerging business, including financial model, contract mechanism, energy-saving technology, engineering management, etc.. ESCO even falls in each separate professional field, and, there are insufficient personnel who are familiar with the service mechanism of ESCO (Li, 2009). Currently, colleges and universities in Taiwan still lack of the complete mechanism that can nurture people required by the market. Curriculum Development For the curriculum development, the US Army has developed the IPISD (Inter-service Procedures for Instructional Systems Development) in early days, and it can be a good reference of ESCO. Originally, these procedures are to improve the effects of military training. They divided the instructional design into five stages, which are ADDIE (analysis, design, development, implementation, and evaluation). The derived ADDIE model is a traditional procedure that is widely used in teaching and training now, as shown in Figure 1. Today, most of the instructional systems derived from the ADDIE model. The reason of why this model is widely used is that it can quickly draw out the system prototype. Five stages of ADDIE are: (1) analysis; (2) design; (3) development; (4) implementation; and (5) evaluation (Macchia, 1992). Their contents are as follows: (1) Analysis: In the analysis stage, it is necessary to clarify the instructional issues, in addition, to identify the environment and the learners knowledge. By analyzing the needs of learners and professional knowledge and skills that are required, the curricula can be determined; (2) Design: In the design stage, there are many items to be accomplished, such as to establish the learning target, to estimate the hardware, to analyze the activity, contents, and course modules, to plan the chapters and
sections, and to select the media. Therefore, the design stage is to complete a series of learning objectives. When designing, it shall be systematic and distinct. Using the logical and sequential rules, a series of instructional strategies fulfilled; (3) Development: In the development stage, the instructional procedures and contents were established. To achieve the learning target, the instructional resources or media be fully utilized according to the learners characteristics, so that the effective instructional skills can be developed. If the instruction includes e-learning, the programmer shall maximize their techniques, while, the tester shall debug during the process. Moreover, it is also necessary to examine and modify the teaching plan with feedback comments; (4) Implementation: In the implementation stage, the procedures for trainees shall be established, which includes curriculum, learning outcome, instructional means, evaluation methods, as well as preparation for new software, tool, or training materials for the trainees. In this stage, the instructor or the project manager shall confirm that the training material, tool, software, and the instructional strategy are effective; (5) Evaluation: There are two parts divided in the evaluation stage, which are structural and comprehensive evaluation. The structural evaluation is in each stage of the ADDIE model, while the comprehensive evaluation includes the feedback opportunity for the trainees, and the design for testing method of the relevant theories.
Figure 1. ADDIE model theory.
Relevant curriculum evaluation theories. Currently, the curriculum evaluation is by the viewpoints raised from different scholars. The process of evaluation referred to rating, evaluation, or appraisal. If rating is used, it has to obtain the quantitative data with measurement from in-depth investigation in order to meet the scientifically requirements of objectivity. Some experts may use evaluation to emphasize appraisal, differentiation, and appreciation, on which they use it to review pros and cons in an effort to revolutionize for improvement (Jian, Cai, & Zhan, 1992). Overall evaluation has two main features (Li & Huang, 1996): (1) Evaluation involves with value judgment. It is usually the systematic description of the educational object or the evaluation of its value or advantage; (2) Evaluation may have different purposes, such as improving teaching process, providing decisive data, as well as showing accountability, etc.. According to Eisner (1979), the curriculum evaluation has the functions of diagnosis, modification, comparison, prediction, and confirmation. For diagnosis, it includes curriculum diagnosis, teaching and
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learning of students, and problem or difficulty identification for proper arrangements. For modification, it includes curriculum modification for better integrity with educational performance. For comparison, it compares each program against the instructional strategy. For prediction, it predicts and evaluates the educational needs to establish the educational target. Lastly, for confirmation, it confirms the extent of the target that achieves in order to decide the future direction for students. As such, the evaluation shall be a judgment of the curriculum value or the advantages and can be the quantitative or qualitative statement. In addition to evaluate teaching performance, the curricula shall effectively modify with the intended targets quality of curriculum and nurturing of students. This research adopts the term of evaluation, which refers to a process that obtains information and uses it to form a judgment, so that a decision is based upon and an evaluation shall be given for value judgment to each feasible means, which shall be used as a basis for the decision-maker (Zhu, 2000), and not only value judgment for the figure obtained from measurement. Learning theories. For learning theories, they include fact-oriented learning, investigation-oriented learning, question-oriented learning, and topic-oriented learning. The student-oriented learning process defined by Thomas (2000) is such that it fused in the instruction designed by the instructor in the classroom. Ravitz et al. (2004) believed that students, even being assigned and are informed of what they shall do in the classroom, do not make the best use of workable and abundant learning opportunities by themselves. Jarvis (2004) believed that the fact-oriented learning has traits that related to professional learning and is similar to the mode raised by NRC (National Research Council) in 2000, which includes five traits viewed from the learner. These five traits are listed as follows: (1) Problems that involve science orientation; (2) Evidence that responds to the problem in first priority; (3) Explanation of system that is sorted out from evidence; (4) Linkage of scientific knowledge; (5) Transfer and verification of results. The above traits make the instructor play the role as a facilitator, allowing the students to lead their own learning. As such, fact-oriented learning increases the learning attitude and the learning motivation of a student. By using the spirit of the fact-oriented learning, this research creates the curriculum type and quiz-database suitable for ESCOs, hoping that the above five traits can be obtained by the learners.
ESCO Quiz-Database Establishment and Evaluation Mechanism

ESCO Quiz-Database and Evaluation Mechanism The evaluation methods and contents for the quiz-database used in this research are purpose, content, personnel, method, time, standard, and results. Major principles are as follows: (1) If the evaluation made by quantitative and qualitative tools, then, for the quantitative part, it can use awareness test, attitude gauge, and the learning process; for qualitative tool, it can operate by using the observation table and the learning sheet; (2) Conduct the fitness analysis of the curriculum evaluation with each evaluation mode in the current inspection stage; select or arrange the evaluation tools suitable for ESCOs, and then, conduct pre-evaluation to understand whether the results meet the nurturing target or not; (3) Evaluate with gauges of objectivity, reliability, and effectiveness. Evaluate by using the evaluation
tools, such as target acquisition model, appearance model, variance model, CIPP (context-input-process-product) model, CSE (core-self-evaluation) model, recognition model, etc., and find out an applicable evaluation tool by comparing with the evaluations in foreign place. Just like doing in any other work, the curriculum evaluation must have a complete and detailed report, conducted truly per the plan, and has to adjust per the actual situation if required. Lastly, with completion of the evaluation report, it can assist the change of the curriculum. ESCO Training Curriculum Standard and Training Evaluation Classification There is a labor shortage for all ESCO business, according to the statement by Taiwan Green Productivity Foundation in 2010. For ESCO business models, there are categories as energy-saving performance guarantee project, energy-saving improvement works, energy-saving equipment sales, and energy-saving support. The people required include many core competent personnel, such as project manager, project executive, energy diagnosis personnel, measurement and verification personnel of energy-saving performance, field supervision and construction personnel, energy-saving engineering and equipment certification personnel, etc.. Therefore, this research plan the quiz-database of the training curriculum for ESCO service in order to establish the guidelines of cultivating and nurturing curriculum, so the ESCO personnel is able to upgrade to a higher level. According to the curriculum attributes, there were two parts divided as follows: (1) Basic curriculum of energy service attribute. Design the basic curriculum of service for students, who are still studying in universities, this is for the purpose of cultivating and nurturing of people. The curricula shall focus specifically on the core equipment and product overviews of the ESCO sector, including air-conditioning, environment control, electric system, boiler and burning system, water treatment, lighting system, air compressor system, solar energy, etc.. These courses are for in-school students and beginners to equip with preliminary knowledge and the demand-analysis concepts; (2) Advanced curriculum of energy service attributes. Conduct on-the-job training certification and advisory services for those in-service career people (community manager) and design the advanced energy service curricula for those people on the job. The main curricula shall include energy management regulations and energy auditing, drafting of energy management and energy-saving program, electric energy management (air-conditioning system and lighting system), electric energy management (electric energy management), thermal energy management (industrial boiler burning and boiler system), thermal energy management (hot water system), project management, ISO 50001 energy management system, and energy saving analytical tools and software application. The goal is to integrate all relevant training courses by integrating the management knowledge framework. These courses are specifically for on-the-job training certification and people who provide consultation and service of energy saving. There are four levels for training evaluation in ESCO, which are reaction, learning, behavior, and outcome. The personnel authentication mechanism, TTQS (Taiwan Train Quality System)1, for upgrading of the training quality system, is issued by Council of Labor, executive Yuan. It draws up the stages of planning, design, execution, auditing, and outcome evaluation to ensure reliability and accuracy of the
1
TTQS (Taiwan Train Quality System) is the system related to service quality that Council of Labor, executive Yuan uses it to upgrade the training quality, to expand the width and depth of business training, and to strengthen the training-conducting capability and performance of business institutions and the training organization, used as an identification tool to identify the training-conducting capability.
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training procedures. The establishment of the training quality system will upgrade the capability and performance of the business institutions. It is for the training organization that conducts the prior-job training and on-the-job training programs, as an identification tool to identify the training-conducting capability.
Figure 2. Mechanism of the curriculum evaluation of ESCOs.
Conclusions
For the development of ESCO education in Taiwan, the purpose of energy-saving performance, and certification of professional quiz-database, the MOEA is concerned about the certificate issued on the basis of the industry competency standard and the capability evaluation, However, currently, there is still no platform built as a professional evaluation mechanism, specifically on capability evaluation, Nurturing of people mainly comes from the internal learning of employees in the company. However, this does not effectively fulfill the needs for the energy audit system that pushed comprehensively by the government. At this time, there are insufficient people familiar with the ESCO service mechanism in the industry circle of Taiwan. This research adopts the people-nurturing program from bottom up to strengthen the linkage among ESCOs. The evaluation mechanism for curriculum quiz-database is specifically for the people who receive the training; to plan the basic curriculum of energy service for cultivating and nurturing in-university students provide on-the-job training and advisory service for in-service people in this industry. Also, establish the curriculum guidelines for cultivating and nurturing of the advanced people of ESCOs. This research recommends the framework of the curriculum evaluation for ESCO and hopes that the learning target for nurturing ESCO industry is distinct; the basic and advanced curriculum design is suitable for college and university students and on-the-job staff to learn. In addition, through the quiz-database and evaluation mechanism, the contents of the curricula and the instructional quality become smooth and stable. The capability of people after training can achieve at the anticipated level, and those who receive the training can truly apply what they have learnt in the ESCO courses to ESCO industry, finally, promote the vision of a low-carbon homeland for the global village.
References
Council of Labor. (2012). 2011 Training quality evaluation system implementation program courses (TTQS course) (pp. 116-117). Taipei: Council of Labor. Eisner, E. W. (1979). The educational imagination (pp. 168-175). New York: Macmillan. Goldman, C. A., Hopper, N. C., & Osborn, J. G. (2005). Review of US ESCO industry market trends: An empirical analysis of project data. Energy Policy, 33(3), 387-405. Hansen, S. J. (2009). ESCOs around the world: Lessons learned in 49 countries. Lilburn, Georgia: The Fairmont Press Inc.. Jarvis, P. (2004). The theory and practice of teaching. London: Routledge. Jian, M. F., Cai, Y. S., & Zhan, Z. C. (1992). Relevant research on parents educational method, living adaption, learning behavior and achievement motivation for the elementary school gifted children. Special Education Journal, 8, 225-247. Li, L. Y. (2009). Speeding up the promotion of ESCOMaterializing energy-saving and carbon reduction. Green Foundation Communication, 18, 2-7. Li, Z. J., & Huang, X. H. (1996). Curriculum: Example, orientation and design (pp. 101-135). Hong Kong: Chinese University Press. Lin Su-qin. (2010). ESCO development opportunity pursuit in our country. Industrial Technology Knowledge Service Program of ITIS Department of Industrial Technology. Taipei, ROC: MOEA. Lin Wen-xiang. (2010). The effect of energy saving coaching and promotion of commercial and residential sections in our country. Taiwan ESCO Communication, 19. Macchia, J. P. (1992). Total quality education and instructional system development. Educational Technology, 6, 17-21. MOEA (Ministry of Economic Affairs). (2010). ESCO energy saving performance guarantee contract handbook (pp. 6-55). Taipei: Council of Energy. Ravitz, J., Mergendoller, J., Markham, T., Thorsen, C., Rice, K., Snelson, C., & Reberry, S. (2004, October 21). Online professional development for project-based learning: Pathway to systematic improvement. Paper presented at The Meetings
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of the Association for Educational Communications and Technology, Chicago, I.L.. Taiwan Green Productivity Foundation. (2010). ESCO business promotion handbook of green foundation. Taipei: Taiwan Green Productivity Foundation. Thomas, J. W. (2000). A review of research on project-based learning. Retrieved September 11, 2010 from http://www.autodesk. com/foundation Vine, E. (2005). An international survey of the energy service company (ESCO) industry. Energy Policy, 33(5), 691-704. Wang, R. S. (2011). Energy service strategic analysis (Masters thesis, Graduate Institute of Management of Technology, National Chiao Tung University). World Bank. (2004). World Bank GEF energy efficiency portfolio, review and practitioners handbook. Retrieved from http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2005/11/10/000090341_20051110141758/Re ndered/PDF/341130WB1GEF1Energy01public1.pdf Zhu, J. X. (2000). Educational psychologyteachingoriented (pp. 115-184). Taipei: Wu-Nan Book Inc..
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Research on the Indoor Air Quality When Implementing Energy-Saving Concept in Public Area of Taiwan
Chih-Mei Chou
An ESCO (energy service company) is a commercial or non-profit business providing a broad range of comprehensive energy solutions including design and implementation of energy-saving projects. In Taiwan, the government is doing its best to put forth the energy-saving concept. Taiwan is a densely populated area with high-rise buildings close to main traffic roads or industrial plants. People spend most of time a day at home, at work, or in some transportation means. In addition, many buildings have materials and equipment that give off a variety of irritating and sometimes toxic fumes or dust. The control of IAQ (indoor air quality) has become more important. For this reason, Taiwans IAQ Management Act is taking effect in 2013. This study was aimed at discovering common indoor air pollution at public sites from the northern Taiwan, and evaluating the dynamic of CO2 (carbon dioxide) concentration during working hours. Also, we discussed the main effect factors on IAQ and how much cost added if increase fresh air quantity. The results of the high CO (carbon monoxide) and PM10 (particulate matter 10) concentrations may be ascribed to emissions from vehicle exhaust resulting on high-traffic locations at shopping malls and hospitals. The high level of TVOCs (total volatile organic compounds) appear at post office that may be caused by mail machine and vehicle exhaust from outdoor air. Bacteria and fungi may be caused by outdoor pollutants and air-conditioning systems. In addition, CO2 concentration above 1,000 ppm indicate poor ventilation of the indoor environment and can be remedied by improving ventilation. Keywords: IAQ (indoor air quality), ESCO (energy service company), CO2 (carbon dioxide), energy-saving concept
Introduction
An ESCO (energy service company) is a commercial or non-profit business providing a broad range of comprehensive energy solutions, including design and implementation of energy-saving projects, retrofitting, energy conservation, energy infrastructure outsourcing, power generation and energy supply, and risk management. In Taiwan, the government is doing its best to put forth the energy-saving and carbon reduction concept. By carrying out enforced reduction policy with its focus replacements, counselling measures, channel marketing, publicity, promotion, and legislative amendments from 2008 to 2010, the government hopes to integrate the guidance and resources provided, execute the signing of voluntary energy saving, as well as to establish energy management and monitor systems. Taiwan is a densely populated area with high-rise buildings close to main traffic roads or industrial plants.
Acknowledgement: The authors are grateful to the Taoyuan county government, Environmental Protection Bureau for the financial support for this work (Grant No. 100070244). Chih-Mei Chou, Ph.D., assistant professor, Department of Environment and Property Management, Jinwen University of Science and Technology.
RESEARCH ON THE INDOOR AIR QUALITY
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People spend most of time a day at home, at work, or in some transportation means. In addition, many buildings have materials and equipment that give off a variety of irritating and sometimes toxic fumes or dust. For example, wood-based composites and synthetic interior finish materials have caused indoor pollutions. The control of IAQ (indoor air quality) has become more important. For this reason, Taiwans IAQ Management Act is taking effect in 2013 (Taiwan EPA (Environmental Protection Administration), 2013). The suggested IAQ measurements include CO2, CO, HCHO (formaldehyde), TVOCs (total volatile organic compounds), bacteria, fungi, PM10 and PM2.5 (particulate matter 10 & 2.5), O3 (ozone), and temperature. The act targets public areas, such as schools, medical and government organizations, financial institutions, opera houses, hotels, post offices, as well as public transportation platforms. The pollutants that affect the IAQ come from a variety of sources. In a recent review, the SBS (sick building syndrome) is a major concern, because many people potentially at risk. It was defined by the WHO (World Health Organization) as an excess of work related irritations of skin and mucous membranes and other symptoms, including headache, fatigue, etc. in office (WTO, 2000). The symptoms usually develop on the first day back at work after a break, often in the same afternoon, and can become severe in the evening and night after the people has left work. Woods, Drewry, and Morey (1987) carried out a research on 600 office workers in USA, the results showed that 20% of the employees experience symptoms of SBS and most of them were convinced that this reduces their working efficiency. This study was aimed at discovering common indoor air pollution at public sites from the Northern Taiwan and evaluating the dynamic of CO2 concentration during working hours. Also, we discussed the main effect factors on IAQ and how much cost added if increase fresh air quantity.
Materials and Methods

This study selected four public sites in Taipei city, including a shopping mall, a hospital, a post office, and a kindergarten, and investigated their IAQ. The reported investigation data were collected during May to October of 2012. This study used a combination of real time and long-term monitoring of the ambient indoor air. Twenty four hour measurements were carried out for CO2, CO, HCHO, TVOCs, bacteria, fungi, PM10 and PM2.5, O3, and temperature and humidity. Indoor air samples were collected from the breathing zone, about 1.5m above the floor. During sampling, indoor parameters, such as smokers, operation of air cleaner, heater, and number of occupants, were recorded. CO2, CO, and temperature and humidity were recorded using AirBoxx at 1-min. intervals throughout the sampling period. TVOCs were measure by the equipment IAQRAE. Bacteria and fungi samples were collected by the portable air sampler for Agar Plates (Burkard) for 4-min. onto an agar media in a pertri dish. The agar plates were kept below 4 by a portable freezer after sampling. The agar plates were brought to the laboratory immediately and then incubated for 48-hour at 35 and 25. After incubate, the number of colonies formed was counted. In addition, to measure particle concentration, PM10 was monitored by the equipment HAZ-DUST EPAM-5000. It is also a portable microprocessor-based particulate monitor suitable for IAQ investigations.

Measurements of IAQ The results of the IAQ investigation at four public sites are summarized in Table 1. CO concentrations at
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the shopping mall and the hospital were found to exceed the limited value of 9 ppm. The cause of the high CO concentration may be ascribed to emissions from vehicle exhaust resulting on high-traffic locations. The high PM10 level at post office was also caused by outdoor air, while, the high PM10 level may be associated with air-conditioning and high-traffic locations. Table 1 Results of IAQ Investigations at Four Public Sites
Limited value CO2 (ppm) CO (ppm) PM10 (g/m3) TVOC (ppm) Fungi (CFU/m3) Bacteria (CFU/m3) Temp. () R.H. (%) 1,000 9 75 Shopping mall Min. 341 3.0 16
*
Hospital Min. 312 0.9 10 0.10 631 472 18.1 63.0 Max. 778 9.6 58 0.40 1,572 932 20.2 68.1 Avg. 462 4.3 24 0.30 732 631 19.0 65.4 Min. 402 0.2 19
Post office Max. 932 2.1 85 1.80 791 701 28 74.2 Avg. 689 0.7 58 Min. 309 ND 16
Kindergarten Max. 524 ND 40 ND 2,191 1,421 26 62 Avg. 458 ND 28 ND 792 629 25 61
Max. 817 9.1 36 ND 843 735 25 70
Avg. 471 4.1 23 ND 631 582 23 63
0.56 ND 1,000 1,500 26-28 -
0.30 519 493 24 64.1
1.50 ND 681 571 25 65.1 731 712 25 59
492 412 21 58
Notes. ND means not detectable.
In general, CO2 concentration above 1,000 ppm indicates poor ventilation of the indoor environment and can be remedied by improving ventilation (Lee & Chang, 2000). In this study, all of the public sites were lower than the limited value, but, the hospital and the post office almost exceeded the Taiwan EPAs threshold. Because of air-conditioning usually employs constant recycling based on saving electricity in Taiwan, thus, ventilation may be insufficient to lower indoor CO2 level when crowds gather indoors. TVOCs concentration exceeding the EPAs threshold of 0.56 ppm occurred in the post office, the high level of TVOCs may be caused by mail machine and vehicle exhaust from outdoor air. Bacteria and fungi levels that exceed the suggested threshold are a common IAQ problem among the investigated public sites. High bacteria level may be caused by outdoor pollutants and indoor crowds. Other factors that can also affect indoor bacteria concentration, including the cleaning of air-conditioning systems, disinfectant housekeeping, and control of the ventilation rate. In addition to indoor green plants, the majority of fungal sources that contribute to high indoor fungi level may be in the surrounding outdoor area. Dynamic of CO2 Concentration During Working Hours Figure 1 shows the 24-hour average concentration of CO2 at the shopping mall, hospital, post office, and kindergarten. As shown in Figure 1, the CO2 concentration was extremely high during high residents activities. For example, the shopping mall in Taiwan used to open at 11:00 a.m., the high CO2 concentration level was appeared at rush hours (from 11:00 a.m. to 13:00 p.m.). The abnormally high CO2 concentration, max concentration of 817ppm. CO2 concentration is used as an indicator of air quality in HVAC (heating, ventilation, and air conditioning) system, because CO2 is a main fluid waste from occupants within buildings. Although, CO2 is not the only indoor air pollutant, CO2-based controls were proposed to maintain at adequately low CO2 level.
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CO2 concentration (ppm)
Time (hour)
Figure 1. Dynamic of CO2 concentration at four public sites.
Effect Factors on IAQ Most of studies show that indoor air pollution affects IAQ and respiratory health. Air-conditioning systems and ventilation have frequently been singled out in research report as a major cause of SBS. In this study, we found out the main effect factors on IAQ. Temperature and relative humidity. Complaints about the temperature in buildings are common, particularly in those that are air-conditioned. If the air is not circulated properly, different parts of the building might be too cold or hot. Air that is too warm is perceived to be stuffy and possibly polluted, whereas, cool environment is regarded as being fresh. The standard for maintaining a certain acceptable level of comfort and occupational activity fluctuate between 20 to 26, a level of 50% to 70% should keep viral viability at a minimum. Some researchers indicated that temperature should be kept above in the lower part of the comfort range, because high temperature will increase off gassing from materials (Wyon, Lasson, Forsgren, & Lundgren, 1989). Ventilation. The reference buildings were created to assess new technologies and support the development of energy codes and standards, and therefore, their definitions are focused on capturing energy performance, not IAQ. Many discussions of building energy efficiency neglect potential impacts on IAQ or
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view acceptable IAQ as being in conflict with energy efficiency (Seppanen, Fisk, & Mendell, 2002). The ventilation can contribute to reducing the concentration of contaminants from building materials and processes within the building, and also heat produced in the building. The most important measure to reduce such contaminants remains source control. The Relationship Between Energy and IAQ ASHRAE (American Society of Heating, Refrigerating, and Air Conditioning Engineers) (2002) recommended bringing in 15 cfm of outside air per occupant in a commercial building, because increased absences and other health issues caused by poor IAQ. The solution, of course, is to bring more outside air into the public area, but doing so often comes with a hefty price tag due to the amount of energy required to condition the air. Some of studies pointed out that the energy cost should be added if ventilation quantity increased (Mui & Chan, 2006). In this study, increase ventilation could be improved the IAQ. For example, the CO2 concentration was 516 ppm, and it reduced to 428 ppm after increasing ventilation, but the energy cost also increased (3.9%).
Conclusions
The IAQ of the buildings was investigated in this study. Its purpose is to understand the relationship between IAQ and energy use. The improvement of IAQ spends a lot of energy, therefore, how to obtain the optimum condition is what the ESCO personnel should think about. Because Taiwan already has issued the regulation for IAQ, unlike other places, the ESCO service has to take notice of this regulation. The results of this study provide us the evidence to know how difficult it is for the ESCO service to deal with the air quality and energy conservation together. If we want to have a good air quality, then, it is needed to consume more energy. The design of ESCO course also has to concern about the findings in this study.
References
Lee, S. C., & Chang, M. (2000). Indoor and outdoor air quality investigation at schools in Hong Kong. Chemosphere, 41, 109-113. Mui, K. W., & Chan, W. T. (2006). Building calibration for IAQ management. Building and Environment, 41, 877-886. Seppanen, O., Fisk, W. J., & Mendell, M. J. (2002). Ventilation rates and health. ASHRAE Journal, 8, 56-58. Taiwan EPA (Environmental Protection Administration). (2013). Guidelines for indoor air quality. Taipei, Taiwan: EPA. WHO (World Health Organization). (2000). WHO air quality guidelines for Europe (1st ed.). Copenhagen: WHO Regional Publication. Woods, J. E., Drewry, G. M., & Morey, P. R. (1987, August). Office worker perceptions of indoor air quality effects on discomfort and performance. Proceedings of The 4th International Conference on Indoor Air Quality and Climate, Berlin Institute for Water, Soil and Air Hygiene. Wyon, D. P., Larsson, S., Forsgren, B., & Lundgren, I. (1989). Standard procedures for assessing vehicle climate with a thermal manikin (SAE Technical Paper, 890049, pp. 1-11).
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Applying Group Dynamics to Improve the Learning Outcome of ESCO Course

Wang-Kun Chen, Tzu-Ping Lo
The principle of group dynamics was applied to study the improvement of students learning outcomes in a course of cooperative learning. The course named Energy Conservation by cooperative learning in a university, which was selected to conduct the experimental teaching within eight weeks. Main aspects of cooperative learning, including positive dependence, individual performance, face-to-face interaction, social skills, and group process were designed in the curriculum. The qualitative analysis by open questions, reflection of student learning, and teacher observation records were used for analysis. Findings from the research results were: (1) The method of group dynamics analysis can be applied to cooperative learning, these factors including community interaction, reciprocity, competition, exploitation, and trust; (2) The group dynamics change dramatically in the process of cooperative learning; we can observe the changes of students attitudes in different stages by the indicators of group intimacy technique; and (3) The skill of group dynamics can be used in cooperative learning to assist more effective teaching, which includes the feedback of teacher, confrontation, start and end of a group, and the control with catalytic skills, etc.. Keywords: cooperative learning, group dynamics, teaching methods, energy education
Introduction
BackgroundThe Problems Energy service company, abbreviated as ESCO, is a new industry, which aims to help enterprise reduce their energy consumption. There are many complex factors in teaching and designing the course for ESCO; and how to increase the effectiveness of ESCO education is also a very important issue. In the field of ESCO, it covers scientific and technical knowledge, and has a great relationship in the interaction with people. Because energy services problems may occur anywhere, so the teaching method by peer learning will be a great help for the learning outcomes of ESCO curriculum. As the complexity of ESCO knowledge, therefore, put on the teaching mode which can promote the learning efficiency will be helpful. Cooperative learning is an option, because it is very useful for the complex problems. Currently, there are many scholars have done research on cooperative learning, and it reveals that cooperative learning is indeed of great help for improving the effectiveness of teaching. However, very few
Acknowledgement: This study was supported by National Science Council of Taiwan, under the project NSC 101-3113-S-228-007. Wang-Kun Chen, Ph.D., associate professor, Department of Environment and Property Management, Jinwen University of Science and Technology. Tzu-Ping Lo, Ph.D., assistant professor, Department of Environment and Property Management, Jinwen University of Science and Technology.
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APPLYING GROUP DYNAMICS TO IMPROVE THE LEARNING OUTCOME
have further discussed to improve learning outcomes in the learning group. That is, from the perspective of group dynamics to explore the students learning. Cooperative learning is a good learning method. In the process of cooperative learning, what is the relationship among the members of evolution? How members among groups influence each other? What active role teachers can play in cooperative learning process? In addition, what method can be used so that the collaborative learning among members of a small group can be promoted, as well as mutual support and mutual growth? These are all interesting to researchers. Many scholars have discussed about cooperative learning, and also, apply cooperative learning in the teaching of science. This article tries to discuss the phenomenon of group dynamics in cooperative learning, the evidence in actual teaching was observed and discussed. Theoretical study of group dynamics and cooperative learning literature was investigated first in this study. Secondly, various issues on university energy education in the teaching process were discussed, such as could these problems be improved after the application of cooperative learning model and group dynamics? Finally, the limitations of this study and future research to be continued were described. The concept of group dynamics in collaborative learning was introduced in this study. The observation was carried out for eight weeks in the Energy Conservation program of a university to see what changes will happen among groups. In this study, teachers specified individual and group assignments weekly. Students use the time in class per week to ask for group cooperative learning and write personal portfolios. The assessment quiz questions of a collaborative group were taken as the exam, thus, it can help students learn to cooperate effectively. This study tried to discuss these problems by the concept of group dynamics. In addition to analyze the phenomenon of group dynamics changes, those tips to be applied to cooperative learning are also discussed. Finally, this case can be used as a brief description to the application of group dynamics in the education course of ESCO. Although, it is a course of introduction to energy, it can also be used as a reference of ESCO teaching. Research Subject Three main questions were discussed in this paper as follows: (1) Can group dynamics be applied to the analysis of cooperative learning? (2) What kind of group dynamics change will be in the process of cooperative learning? (3) What kind of group dynamics skills can be used in cooperative learning?
Literature Review
Cooperative Learning Cooperative learning is a learning mode proposed by Johnson David W. and Johnson Roger T. in the 1960s (Johnson David W. & Johnson Roger T., 1994). They established cooperative learning center at the University of Minnesota, compile of relevant theories and research. They also established theoretical model of cooperative learning, put forward specific teaching strategies and the training of teachers for teaching in a cooperative learning environment (Huang & Lin, 2008). Slavin (1985) thought that cooperative learning is a group of students to complete common learning goals. Therefore, the cooperative learning contain both cooperation and learning tasks at the same time. Farivars (1985) study pointed out that in competitive
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learning, resulting in only a few or a person exclusive, while, in cooperative learning, success or failure is determined by the majority of a group or all of them to share the burden. Johnson David W. and Johnson Roger T.s (1994) findings pointed out that cooperative learning includes five main elements, namely, positive dependence, individual performance, face-to-face interaction, social skills, and group process. Davidson and Kroll (1991) had a more complete discussion in respect of cooperative learning in science teaching. From the above discussion, the content about cooperative learning can generally be described by the following text with the following words. Namely, cooperative learning is a reciprocal relation shared and clearly felt by each member in the learning group. It is necessary to clearly assess individual performance in order to let the members make efforts to complete the responsible work. It is necessary to promote the learning of others to achieve common learning goals in the learning process. In order to make a successful outcome of cooperative learning, it is also necessary to coordinate the appropriate interpersonal skills. Furthermore, it has to make the group effectively work together, learning to explore and practice skills, collecting data, and reflecting their growth process. Taking into consideration of different learning objectives, a variety of cooperative learning models have been developed by scholars. These include Students Team Achievement Division, Teams Games Tourament, Jigsaw I, Jigsaw II, Learn Together, Group Investigation, Co-op Co-op, Dyadic Cooperative Learning, and so on (Huang & Lin, 2008). Huang consolidated the results of previous cooperative learning research to make a summary as the theoretical basis. He pointed out that cooperative learning is based on the foundation of sociology and psychology, one including the social interdependence perspective and the contact theory perspective; the other for the cognitive development perspective; and the third is for the behavior learning perspective (Huang & Lin, 2008). Group Dynamics Theory Group dynamics is an academic discipline, which focuses on the study of group climate, the relationship among group members, and the impact of leadership style on nature of organization. It is a branch of group social psychology. This term originally developed by Lewin in 1935, later, it was widely used in various sectors. Since 1945, the Group Dynamics Research Center was founded at MIT (Massachusetts Institute of Technology) by Lewin, the theories and applications of group dynamics have great progress. Lewin first explained social reality problems by group dynamics, this theory subsequently greatly influenced social psychology. Lewin paid special attention on motivation and adopted experimental methods on case study. He used the entire physical and social relations to study the human action and dedicated to identify the dynamic system of human psychology. Lewin emphasized on field theory and thought that a person is a field. This includes the man and his psychological environment of living space. Human behavior is set and decided by current field. Lewins basic formula of behavior is as follows: B = f (P, E) In the above formula, B is the behavior, P is human, E is the environment, and f is the function. This means that human psychology is a function of people and the environment, and human behavior depends on the interaction of people and the environment (Lewin, K., 1935, 1936, 1951; Lewin, G. W., 1948). Deutsch then followed the study of group dynamics by Lewin, extended to the process of cooperation and
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competition between the research groups. His research pointed out that cooperation will produce more interactive than competition, and this cooperative interaction among groups will form productivity in learning (Deustch, 1949). Pan further discussed the meaning and content of group from different perspectives, including the formation of group, the development of group, the group dynamics research, the application of group dynamics, and result of the development of group dynamics. Therefore, the group dynamics is extended to educational psychology, social work, counseling, and other fields (Pan, 2012). Group dynamics is primarily concerned with the forces generated by interaction among members of a group. Because of the force, it makes the operation of organizations begin and continue. Group dynamics affects the individual members of a group and the overall group behaviors. The group dynamics typically contains four dimensions, communication and interaction model, cohesion, social integration and impact, and group culture (Hsia, 1994; Song, 2000; Ronald & Robert, 2008). Energy Education in the University In the trend of carbon-reduction recently, energy education in the university become an important course. It is an extension of the high school science class, so, the experience of natural sciences in high schools will affect the impression of students in this course. How to teach energy education course is the diligently direction of many teachers. There are two main aspects in energy education that teachers must know. One is students previous experience of learning natural sciences, the other is the views of students about learning energy education. Past experience affects their impression of this course. How can teachers create a new atmosphere which is different from the past unpleasant image in the learning process? How can they continue their good learning experience in the past? These are the points which teachers should pay attention to. Ding (2009) had used the learning attitude, motivation, and academic achievement to study the impact of cooperative learning by computer in the course of calculus. Chang (2010) also used cooperative learning in the teaching of calculus. The experiment teaching of cooperative learning was conducted in natural science department with 21 students within 16 weeks. The results showed that cooperative learning can effectively enhance students learning in the course of calculus. And during the course of cooperative learning, teachers need to help students improve their skills of team work (Chang, 2010).
Research Method
This study tried to introduce group dynamics into cooperative learning. From the teaching experiment, it is expected to find out the answers of the three research questions. The first is to analyze the relevant theories and techniques of group dynamics, and applied in designing the course. The second is to observe the changes of group dynamics in the cooperative learning process for the students who take the energy education course. The objective is to know whether these changes affect students learning or not. Finally, the third is to organize techniques relevant to group dynamics and observe whether students will change after using these techniques. Sample and Study Period The energy education curriculum in a university in Northern Taiwan was taken as the sample in this study. A total of 50 students were participated in this class. The teaching experiment was conducted during the eight
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weeks from September to November in 2012. Among the students of this class, there are 25 girls and 25 boys. Students are from complex sources, such as senior engineer school, business school, comprehensive high school, as well as sports for admission from different sources. The study period is from 15 September, 2012 to 15 November, 2012, a total of eight weeks. The content taught by the teachers is mainly the basic physical principles of energy and its applications. All data for analysis were from students weekly reflection on learning, students answers from open-ended questions, semi-structured conversations of teachers with different groups, as well as the observations records made by teachers. Study Design and Teaching Intervention In this study, the teacher involved group dynamics approach in the curriculum. These techniques include the answer mode of teachers to issues raised by students, as well as using guidance language to form the atmosphere of learning, and so on. As the important factors affecting group dynamics, the five cooperative learning factors by Johnson David W. and Johnson Roger T. were included in the instructional design; these factors are shown in Table 1. Table 1 Design of the Five Elements Into the Energy Conservation Course
Elements How to be included this study by way of instructional design (1) Free grouping; Positive interdependence (2) Same scores for all the group members. (1) Every student must write the preview experience; Individual accountability, (2) The total score includes the mid-term exam score and the final exam score. (1) The teacher has the face-to-face discussion with classmates every week; Face-to-face interaction (2) Every student has to interact with other group members every week. Social skills The students must learn the skill of presentation and contribute their own capability. (1) Each group has to make their own studying history in detail; Group process (2) Students have to do depth reflection records, and write their groups own process and atmosphere.
Semi-structured conversations. Semi-structured style conversations were used in this study; students were divided into the following different groups: (1) Group A: The background of this group comes from engineering high school; (2) Group B: The background of this group comes from commercial high school; (3) Group C: The background of this group comes from comprehensive high school; (4) Group D: The background of this group comes from sports recommended students. Open-ended questions. Every student was asked to write down their past learning experience by open-ended questions, and then analyzed. These problems include: (1) What are your views in studying energy education? (2) What is your previous experience in studying science? (3) What are your views on cooperative learning? (4) Can the teaching methods improve your interests in learning? (5) How do you feel about the level of effort on this course? and (6) Please indicate the areas for improvement in the teaching of this teacher. Students weekly reflection on learning. It requires students to make a record on the learning experience of this course each week, and upload it to the Web classroom. The teacher gives instructions to the students immediately after their uploading, and passes through the electronic bulletin board to everyone. Observation records in the classroom. The teacher observed and recorded the reaction of students in the classroom irregularly. Analyzed from the above data collected, and discussed by qualitative analysis method,
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the information was also divided into different groups for discussing as follows: (1) Data of the first group were mainly about the students with the background of engineering disciplines; (2) Data of the second group were mainly about the students with the background of business management disciplines; (3) Data of the third group were mainly about the comprehensive high school students; and (4) Data of the fourth group were mainly about the sports recommended students. Research Design and Limitations The change of group dynamics can be seen by qualitative analysis used in this study, but, it is still lacking in terms of quantitative data. Therefore, it is possible to add some quantitative analysis to show more clearly about the degree of dynamic change in the groups of cooperative learning in the future.
Findings and Analysis

Influencing Factors for the Change of Group Dynamics in Cooperative Learning From literature review and experimental observations, it can be found that there are factors related to changes of group dynamics in cooperative learning. It includes interaction, reciprocity, competition, exploitation, trust, and so on. Each factor result in a positive or a negative impact, therefore, the proper approach should be adopted to reduce the adverse effects, and to increase its positive effects, as described as follows: Interaction. It is possible to learn about the dynamic changes through interaction among team members. Interaction among members is not fixed in advance. Only in an interactive environment for students before they can exchange information and ideas with each other, it achieves the purposes of peer learning. The interaction of students with other members of the group start from the mutual recognition in the beginning. If the members are able to exchange messages very easy with each other, it means that they agree other members of the group on emotional. Therefore, the dynamic changes among groups can be seen from the interaction. In order to create this interactive environment, students are required to select the problem topics and solve it together. In addition, they have to put the answers and processes of solving on the Internet classroom after completing the whole process. However, the content of the interaction among participants also affect learning. If the member just doing a nice chat, then, it is only a waste of their time, The way to avoid classmates chatting is to strictly require students to report their own outcome and include it in scoring range; moreover, the students did not complete the report shall not be scored. Mutually beneficial. Mutual cooperation is the main factor to enhance collaboration. In the problem-solving process, there will be many difficulties to be faced, such as select topics, propose solutions, upload answers, and so on. These efforts need different expertise. Some students are good at solving problems, so they are arranged the work of problem-solving. Some are good at word processing, then, they will write and upload. Students who are good at expressing are responsible for the final stage work of reporting. The principles and values of mutual cooperation will be learnt in this process, group members and the students are willing to make in return for cooperation. Competition. In the cooperation process, there is also competition with other learners. In the condition when group members have the same scores, it can induce a condition that the students with better performance will be grouped together, the students with poor performance will also work together. Because they think that students with good grades can get a higher score for the group. So, this idea also makes the underperformance
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students in the class come together. Therefore, that effect of peer learning with good students cannot be used by poor grades students. To avoid this situation, the teacher encourages students to find their good friends in their group. So, the formation of the group is not by score, but with the feelings of members as the basis. This also considerably reduces the adverse impact of competition. Exploitation. There is a situation that members exploited other students in the process of cooperation. For example, some people always be hard devotees, and others be the exploiters reap the profits. In group dynamics, fair distribution of benefits is a best way to prevent exploitation. The following approach was used in order to reduce the opportunity to those who doing the exploit action to other members. In addition to ask the members to report a detailed description of their achievements in this role, teachers also take the initiative to find out the exploiters to explain their improper behaviors. While, they also give an oral feedback to the members actively involved as an encouragement. Trust. Trust is an important factor, which is capable of generating learning effectiveness in a group. Elements of trust come from many aspects. Teachers must find ways to create interpersonal trust among the group; enable team members to trust others. Not only can appropriately trust others, but also make them worthy to be trusted by others. To create a trusted situation related to personal traits, because some people have the personal inclinations been trusted. Trust by the members of the group is also an opportunity for self-realization; therefore, it will increase the motivation to learn. It is quite difficult to build trust. But, once members have behavior destructing trust to the group, and then, the reconstruction of trust is very difficult. These actions undermining trust, including not keep their promise or contrary to the commitment and creed among groups, and so on. Table 2 shows the proposed corresponding control technology for the above factors of group dynamics. Table 2 Factors of Group Dynamic and Corresponding Manipulation Skill
Factors Interactive Positive effect To increase the degree of information exchange among the students. Members will actively contribute their expertise and learn together. Can promote students to realize their potential. No. Members will be more willing to work for groups. Methods to reduce the impact Strictly require the achievements Talking about unrelated topics will of assessment; be a waste of learning time. Create the positive interaction in the design of teaching. Create a context of mutual No. cooperation by the students. Cause the members to hide their Given the members separate own capabilities. assessment opportunities. Cause members of alienation or Stop exploiters. exit groups. Create an atmosphere with mutual No. trust. Negative effect
Mutually beneficial Competition Exploit Trust
The Change of Students Attitudes for Their Course in the Cooperative Learning Process Continuing the good impression in the past learning. Students will link better impression in the past, and enhance the motivation to learn in this course. For example:
In high school, I really like sciences, because when I encounter problems, I would want to understand it, and find the correct answer. So, I quite like the natural sciences. (Students Journal: 026/20121109)
Change the bad impression of learning in the past. Because teachers use different teaching methods, so students change their past stereotype that sciences course is difficult. For example:
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At the beginning, I do not like, but slowly, I like it after understand. (Students Journal: 010/20121114) Energy study sounds terrible, the first impression is that I felt even more difficult than before in high school. After half semester study, only find that it is not as difficult as imagination in fact, some questions were easy, but some problems were really very deep. (Students Journal: 044/20121115)
Students Change of Attitudes in This Course (1) Expect to understand the connection of energy to daily life issues.
The application in life seems not much. If it can be applied in daily life, then, I have motivation to learn. (Students Journal: 034/20121109)
This means that students begin to think practicality of the course content. Also, students think about how to apply the knowledge of course content to everyday life. (2) Generate link of sciences in high school experience.
I like science course in high school; I hope to extend the learning again. (Students Journal: 036/20121113)
(3) No longer afraid of learning sciences.

From past to now, my score of sciences is very bad, Learning process is often ups and downs. Sometimes, I do not understand energy, but my team members are dedicated to assisting. So that allows us consistent in learning outcomes. (Students Journal: 028/20121115)
(4) Even if sciences is hard, the students will try to learn.

Although, I do not understand the teacher teaches, but if I work hard to learn Read slowly, study more hard, definitely, I will understand. (Students Journal: 050/20121018)
Presented here, a student writing his own expectations. Although, there is no good learning achievement, they have demonstrated considerable confidence. (5) Generate confidence in learning.
I think the teacher know what contents we seriously want to study after communicating with us (Students Journal: 038/20121114)
This is a record for conversion of learning attitude after the teacher conduct a group discussion to the students. As can be seen, the technical mastery of teachers about the skill for groups is very important. Students Change of Learning Attitudes in the Classroom (1) Reduce the rate of non-attendance. The students are required to attend class for eight weeks in this course. Student absence rate is 102 times totally. The average weekly rate of absence is 12 times, which is equivalent to three personal absences. This includes personal leave, sick leave, public holidays, bereavement leave, as well as physiological fake, and so on. The total number of the class is 50 students, so attendance rate can be said nearly 94%. Compared with other courses, the attendance rate is higher at the same school. (2) Have a good impression to the students between the same groups.
I like the group discussion. Because I can discuss common problems and promote affection among friends. (Students Journal: 050/20121114)
(3) Changes in group A.

I used to super like sciences. Like up to now. (Students Journal: 001/20121114) Still full of like, we can discuss. (Students Journal: 001/20121114)
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Since group A is originally with engineering high school background, therefore, they continue the past preference for sciences in studying energy education in the eight weeks. (4) Changes in group B.
Do not like in the beginning, but then, after slowly, I like it. (Students Journal: 010/20121114) Originally, I do not like sciences, but at least (now), I will be able to do some items, so, it is not quite successful, or failure. I can only say that understand a little bit or understand half of the course. (Students Journal: 010/20121114)
Students of group B were originally from business management school; their attitude is that they think it is dispensable in learning this course. Although, they did not very favorite to the extent, however, they did not showing dislike after eight weeks learning. (5) Changes in group C.
In high school science class, too, occasionally, you will hear the teacher say something about additional topics, that time I feels that: Wow! Really horrible! Shunned! When I went to college, and see the curriculum, I found that I have to take this course, at that moment, I thought that can I really pass? Because my performance in science is not very good but, I still read textbook example, then, solve the problem successfully, after solving a problem, you will feel a sense of accomplishment! (Students Journal: 018/20121115) ... Found that cooperative learning is actually a good way. We can learn from each others capabilities. If I cannot, he can, or if he cannot, we can, we can teach each other, enhance each others feelings by reading and solving problems together. (Students Journal: 018/20121115)
(6) Changes in group D.

We all get along well in this group, while, I do not understand, but they are very willing to help me, let me pass the exam. (Teachers observation: 009/20121115) Now more relieved, at least I am not fail for sure (Teachers observation: 009/20121115)
Students in group D, through the admission of sport, need to carry sports specialties learning in most of their time. Since they spend less time in learning science in the past, their confidence in this course is very weak. In conventional teaching lectures, they often appear negative behavior, even not willing to fill in learning reflection on Web classroom. However, the transform of their attitudes can be found from the previous record of teachers observations. It revealed that the less successful groups can also find their way of study in the context of cooperative learning. They can also have confidence in their own learning.
Conclusions and Recommendations

Can Group Dynamics Be Applied to the Analysis of Cooperative Learning? In the process of cooperative learning, it is required to form small groups for discussing, therefore, it already have the conditions of learning. The entire classroom can be regarded as a larger group, so the introduction of group dynamics to analyze is without difficulty. The following four elements were discussed from the previous study. Group dynamics analysis: Communication and interaction model. Communication is an important factor in group dynamics. There are also a variety of communication forms in cooperative learning groups. It includes the communication among team members, communication between teams and groups, communication
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between teachers and individuals, communication between students and teachers, and so on. If the role of the teacher is required to be as a student, then, the teacher can be regarded as a student with better ability of science, who is able to play the function of a member in the student groups. The role of teachers in the communication of cooperative learning groups is worth discussing. In the counseling group, the leader can be a mentor, arbitrator, or instructor. Should the teachers play a little more than a teaching role in cooperative learning group? Or allow students to interact as much as possible, and retain more time to the students among peers? This is usually a dilemma situation. If teachers give too much guidance in teaching, students will directly use teachers answer as the standard answer. So, on contrary, they lose the opportunities to discuss within the group. Even said because of the influence of teachers in the classroom, students dare not to challenge the authority of teachers, hence, they dare not to do more progressive independent thinking. Group dynamics analysis: Cohesiveness. Team cohesion is an important factor for the members to decide whether to devote more resources to learn or not. Cohesion can be divided into two parts, large groups and small groups. Large group refers to all students and teachers of this course. Small group refers to members entering the group. Teachers need to create a good atmosphere for learning in the large group, and they have to promote small group cohesion through group dynamics skills. Amidon and Kavanaugh (1979) had conducted research of group cohesion, and proposed a theory that group cohesion can be analyzed by using LOVIT (Level of Verbal Intimacy Technique). LOVIT is taxonomy to observe the closeness of the members of a group, it often used in counseling research among small groups in the past (Huang, 1993). We apply this indicator for analysis of e-learning group. The entire classroom was regarded as a group, and then observing the students in these eight weeks. The process of identifying, decoding, and doing statistical analysis is shown in Table 3. These survey data are written directly from the weekly reflection records of students. Group dynamics analysis: Impact of social integration. Group norms, the role of individuals in the group, as well as the position of individuals in the groups, etc., are the content of discussion on social integration influence. Some students play the walk around role; however, some members play the large mains role. The position, which has been given for individual role in cooperative learning groups, is an important factor to indicate whether he like this group or not. It will cause the less gifted students low self-esteem feeling in this course if the learning achievement was used as the main score basis. There are three different learning styles, including individual, competition, and cooperation. Cooperative learning is the most socially integrated learning. Good teams pairing in cooperative learning teams make students feel proper respect and a sense of accomplishment. This point can be seen in the group culture mentioned in the next paragraph. Group dynamics analysis: Group culture. Students from different sources form different cultural groups and have different learning performance. The members of this experimental study mainly from the following four different backgrounds, including engineering (seven people, accounting for 14%), business (25 people, accounting for 50%), comprehensive high school (eight people, accounting for 16%), as well as sports recommended students (10 people, accounting for 20%), and so on. Students from different sources have different views for the energy study, because of their different learning experience in the past. Their main interests in the discipline is not the same, so the views and expectations of energy study are different. Therefore, it is not easy to set the goal of this group. We can see the different ideas finding from the students in Table 4.
APPLYING GROUP DYNAMICS TO IMPROVE THE LEARNING OUTCOME This will also generate the sub-culture in a group. Table 3 Changes of Group Cohesion Index Value in These Eight Weeks
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Statement Interaction or behavior This time I first rehearsal to watch a film. Still, I do not understand, but I will continue to strive to unrelated to group learn! (Fourth week) The second class, teacher first review the lesson taught before in the first class, I feel the memories Chat, unrelated came back when I think it is almost forgotten. (Second week) conversation Energy study is really hard, but I will continue to work hard to learn. (Second week) Have no interest in reading my own, a little distracting! I do not understand! (Second week) Still, I do not understand, but sometimes, formulas learned before appears, so a bit familiar. Because I only know the basic algorithm, If no one teaches, then, I do not know anything, just thought that I had seen it. (Fourth week) Common talking I am still groping, I am not good at science, and I do not take the initiative to ask people. But I believe that during this time I can change. (Second week) In the high school, science study is really a bad experience, Not only I do not like the course, but Description of personal life also it is often a headache for me when I faced with the problems of science. Family and teachers, and experiences too. They feel that it is very difficult for teaching me sciences. I am really not that kind of person can learn science. (Eighth week) I like the way teachers teach us now! (Fourth week) A common chat for the Together with the classmates to discuss the contents of the report, and the teacher said the way that group everyone in the group has to understand, so I had to work hard to keep up with steps, therefore, I no longer have to listen without understanding in the first few weeks. (Sixth week) I do not mean that the teacher is not good, I personally liked this teaching method of the teacher Talk about the past and But really, for me, terrible for my own natural sciences, it is a little bit difficult. (Eighth week) future of groups This course, I can understand more, and we also have group discussion topics, so we have a better feeling. (Eighth week) More discussion with the students should be my only way to improve the performance of my study. Disclosure personal life experience in some of the (Sixth week) feelings and feel I like the feeling of teamwork. (Eighth week) I learned this week, I should say my own feeling is that there is progressive place, before in the panel discussion topic, I will only wait for someone else to answer. I have no confidence in my own answer. Even have put the value into the formula, but I am still afraid, afraid of being teased about! But this week, I have taken that step. I would ask my group members for help when I solve Chat to express their feelings and attitudes to the problems , They are also very enthusiastic to teach me. I am very grateful to them. (Sixth week) group I was lucky because my group members are my good friends, so, we are very happy in the process of learning. (Eighth week) Someone was only in the side and waiting people to solve problems. (Eighth week) Very happy, we can discuss. (Eighth week) Also full of like, we are all united. (Eighth week) Did experience descriptive Everyone has to participate in the classroom, I like this approach of learning. (Eighth week) talk on current situation of I like cooperative learning, because classmates teach me, And they said to me with the words I can the group understand, because I am not very good at comprehension, So, they explained the basic problem for me. I understand what they mean, so, I like it very much. (Eighth week) There is no need for improvement, everything is very ok. (Eighth week) At the moment of cooperative learning, in the process of solving problem with group members, I can learn step by step to the original formula, or use this idea to quickly solve a solution problem. In the Direct expression of case of I do not know the solutions, I can also ask classmates learning better in science. The feelings to the group and classmates are also very patient to me, teach me step by step. (Eighth week) feelings to other members My first experience of cooperative learning method, I really like, because I dare not ask about what I did not know, Through cooperative learning, I would not have encountered such a problem. Because it is the group learing, so that my learning become more efficient. (Eighth week)
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Table 4 The Views of Students Studying Energy Course From Different Backgrounds
Engineering I have learnt a little before, I hope I can be learned what I Different views never learned before; from students Like, but to test good is another matter. Commerce I feel energy study a bit like the economy, does not feel particularly strange, learning energy, overall, it is pretty good. Comprehensive high Sports recommended for school admission I used to like the natural sciences course, very Energy study is difficult, much! Until now; as sciences. I did not Every time, I looking understand previously, forward to go to science and now, I still do not class, I think I am very understand! hard. Because students do not understand, resulted in the idea of rejection. Negative reactions, absences, and class chat.
Students can link the Students love this Students like this course, but past experience of course, and hold would be afraid of exams. commerce and expectations. management course. Sub-culture They will actively participate in Not very rejection, but Expect the teacher phenomenon that the discussion. If the teacher did do not think this course noticed their learning; may form in not notice, they will form their is much connected with Would challenge more small groups own small groups private chat. future learning. difficult problems. Comprehensive summarization
From Table 4, it can be seen that the main view of engineering students reveals positive, because they studied a considerable amount of science courses in high school before. The students with business background showed a dispensable attitude, because they thought that they are forced to attend this course. The students from comprehensive high school showed more positive learning attitude, because they have taken a considerable amount of science courses before. Finally, for sports recommended students, they thought that they cannot learn a lesson like energy study program. They often have the mental to give up on themselves and only expect the teacher to be able to give the special mercy to let them pass. Because of these factors from different backgrounds, some sub-culture was generated in the group. These include passive learning, self-destruct, and so on. The backgrounds of the students will affect their learning in this course, therefore, teachers must take special consideration to this factor in teaching in order to avoid students abandoning their studies or converting to disappointment. This result is echoed with previous findings that ... Learning space, students attitude and personality will affect the effectiveness of cooperative learning... (Chang, 2010). What Kind of Group Dynamics Change Would Happen in the Process of Cooperative Learning? The change of group dynamics in cooperative learning process can be analyzed by several important indicators, such as interaction, reciprocity, exploitation, competition, trust, etc.. Qualitative analysis of students responses was used to illustrate the change of driving force. The extent of these indicators can be classified as follows. We can use Table 5 to represent the group dynamics change, so how to further enhance the atmosphere of groups can be determined based on the results of observation. It can be more conducive to cooperative learning. What Kind of Group Dynamics Techniques Can Be Used in Cooperative Learning? The main aim to apply skills of group dynamics in cooperative learning is to create an environment conducive to learning. In other words, the main purpose of these skills is to catalyze the group to become a learning field, which is good for education. In the process of cooperative learning, students are the leaders of learning activity, while the teacher is a facilitator for learning activities. They mainly help students learn. The relationship among the students groups, from the competitor general process of learning to a reciprocal interdependence that can be trusted.
APPLYING GROUP DYNAMICS TO IMPROVE THE LEARNING OUTCOME Table 5 Assessment Indicators of Group Dynamics Change in Cooperative Learning
High Interaction Interaction teachers Interaction groups Mutually beneficial with among Assist in studying Share experiences Share answers Do their own work Exploitative Stand idly Sit back and enjoy Done independently Mutual cooperation Competition Distinguish differences Fair examination Trust
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Assist in completing Division of labor and cooperation
A little interaction Low No interaction
Small standard Clear boundaries differential Same results Ignore each other
Teachers can take advantage of group dynamics skills to enhance students motivation in learning. For example, teachers can adopt words similar to the following guidelines to strengthen their motives. Guidance language example 1:
Ah, Yes! Your learning of science in the past is very good, ah, now, will be a problem. (Link of group dynamics factor: Trust)
Teachers can moderately emphasized that cooperative learning was used in this course. This method is unlike their study in the past, so they will be able to learn very well this time. This can block the link of unpleasant memories in the past to the present course. For example: Guidance language example 2:
We adopt the cooperative learning approach in this course. You will always be able to discuss with other students! Just like you have many teachers to teach you!? (Link of group dynamics factor: interaction, mutually beneficial)
In this study, the teacher conducted a large-scale group dynamics intervention in the sixth week. In the intervention, the issues, as well as myths raised by the students were dentally described and replied on the bulletin board of Web class. Therefore, after this response, the students learning attitude for this course significantly changed. Table 6 is the statistical analysis of the students response for five typical learning problems, the results were calculated before and after the intervention. All information is based on teaching the statistical base of moodle site used in this course. Table 6 Response Analysis of the Students Before and After the Involvements of Teachers by the Skills of Group Dynamics
Categories of problems and suggestions raised by the students Pointed out that they do not like this course Pointed out that they did not understand the course content Pointed out that they liked the cooperative learning Ask the teacher to do more to explain, not just let the students to discuss Clearly express their favorite of this course Weeks 1-3 25 20 0 3 15 Weeks 4-7 22 24 10 12 16 Week 8 12 10 38 22 22
Originally, there are 25 students pointed out that they do not like this course, as seen in Table 6. After eight weeks, there are only 12 students. There are 20 students saying that they do not understand the contents in the beginning, and finally, it reduced to 10 students. The number of students pointed out that their favorite in cooperative teaching is from the original zero student to 38 students. And the students clearly told that their favorite in that class is from the original 15 students to 22 students.
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Conclusions
Group dynamics approach was used to analyze how to promote the effectiveness of ESCO teaching in this study. The process of an energy study course by cooperative learning was used as the teaching experiment, the four main factors of group dynamics, including communication and interaction patterns, cohesion, social integration impacts, group culture, are used to analyze the dynamic learning of the group. The results of this study found that group dynamics method can be applied in the analysis of cooperative learning. This analysis also helps us on teaching research of cooperative learning process. In the process of cooperative learning, the change of group dynamics will be shown in the following indicators, like interaction, reciprocity, exploitation, competition, trust, etc.. Group dynamics techniques can be applied to cooperative learning groups, and contribute to positive development of this group. In the end, the results also showed that a well-functioning group is definitely a positive help for students to learn energy education.
References
Amidon, E., & Kavanaugh, R. R. (1979, May). The observation of intimacy in groups. Personnel and Guidance Journal, 57(9), 464-468. Chang, C. G. (2010). Action research of the applications of cooperative learning in calculus study. Curriculum and Instruction Quarterly, 13(3), 141-162. Davidson, N., & Kroll, D. L. (1991). An overview of research on cooperative learning related to mathematics. Journal for Research in Mathematics Education, 22(5), 362-365. Deustsch, M. (1949). An experiment study of the effects of cooperation and competition in the social influence process. Human Relations, 2, 199-232. Ding, M. Y. (2009). Impact of computer cooperative learning on the study of calculus. Jouranl of National Huwei University of Science & Technology, 28(1), 27-39. Favirar, S. H. (1985). Developing a cooperative learning program in a elementary classroom: Comparative study of innovative and tradition middle teaching and learning strategies. University of California, Los-Angelis. Hsia, L. C. (1994). Large group dynamics. Taipei: Teachers Press. Huang, C. C., & Lin, P. S. (2008). Cooperative learning. Taipei: Routledge. Huang, H. H. (1993). Introduction to group counseling. Taipei: Living Psychology Publisher. Johnson David W., & Johnson Roger T. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning (4th ed.). Boston: Allyn and Bacon. Lewin, G. W. (1948). Resolving social conflicts; selected papers on group dynamics. New York: Harper & Row. Lewin, K. (1935). A dynamic theory of personality. Osmania University. Lewin, K. (1936). Principles of typological psychology. New York: McGraw-Hill. Lewin, K. (1951). Field theory in social science. New York: Harper. Pan, C. D. (2012). Group dynamics (3rd ed.). Taipei: Psychology Press. Ronald, W. T., & Robert, F. R. (2008). Group work practice (2nd ed.). (L. L. Mo, Trans.). Taipei: Shuangye Publishing. (Original work published in 2008). Slavin, R. E. (1995). Cooperative learning theory, research, and practice (2nd ed.). Boston: Allyn and Bacon. Song, C. C. (2000). Group dynamics. Taipei: Wu-Nan Book Publishing.
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Learning Outside the School: A Field Trip to Know Green Buildings

Wang-Kun Chen, Yu-Lan Yuan, Wen-Bin Cheng
Green building is an important object for the service of ESCO (energy service company). Visiting a green building is a good way for participants to learn about green building. A trip, thus, was organized to pay a visit to an award-winning green building in Taitung, Taiwan. Fourteen participants traveled to the site. Group discussion was held for participants to discuss concepts and experiences, which they had gained through this trip. The results reveal that most of the participants could clearly told the differences between the green building and the non-green building after the trip. In comparing with the conventional teaching method, field trip is a good way to promote learning outcomes. Keywords: problem-based learning, green building, learning outside classroom, ESCO (energy service company)
Introduction
The training course of ESCO (energy service company) involves a lot with the knowledge of building. To save the energy utilization of a building is the main item in teaching ESCO course (Vine, 2005). Therefore, a teacher has to spend more time to let the participants know the concept of energy saving for a building, which is one of the main items for a green building. Traditional way for teaching is by the lectures in classrooms. A teacher gives students all the knowledge by oral, speech, printed materials, power point presentation, or slide show, etc.. Students get a lot of knowledge; however, what is the useful knowledge for them is unknown, because it is a way of passive learning. If students could actively select the knowledge they are interested in, as a result, it will be very different for their learning outcomes. When students are able to choose the most interesting topic they like, all the experience they absorbed becomes part of their knowledge, so it is a more different way of learning. See from this perspective, a three-day field trip was designed to help the students learn the essential characters of a green building.
Literature Review
Green Building Green building is also known as green construction or sustainable building, which is constructed to reduce the environmental impacts of man-made structures. For this purpose, the construction and using process of a
Acknowledgement: This study was supported by National Science Council under the project NSC-102-3113-S-228-005. Wang-Kun Chen, Ph.D., associate professor, Department of Environment and Property Management, Jinwen University of Science and Technology. Yu-Lan Yuan, Ph.D., assistant professor, Department of Tourist Management, Jinwen University of Science and Technology. Wen-Bin Cheng, Ph.D., professor, Department of Environment and Property Management, Jinwen University of Science and Technology.
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LEARNING OUTSIDE THE SCHOOL: A FIELD TRIP TO KNOW GREEN BUILDINGS
green building is environmentally responsible and resource-efficient throughout a buildings life cycle. The life cycle of a building includes six stages: design, construction, operation, maintenance, renovation, and demolition. The facilitation of this environmental-friendly process requires cross-disciplinary collaboration of the design team, the architects, the engineers, and the clients throughout the stages (Ji & Plainiotis, 2006). Other factors, such as economy, utility, durability, and comfort are also concerned in constructing green buildings (U.S. Environmental Protection Agency, 2009). Many countries have developed their inspection system of green buildings and building environmental assessment tools, as shown in Table 1. Different countries adopt different inspection systems. The most well-known inspection systems of green buildings include BREEAM (Building Research Establishment Environmental Assessment Method, United Kingdom), LEED (Leadership in Energy & Environmental Design, United States and Canada), DGNB (Deutsche Gesellschaft fr Nachhaltiges Bauen, Germany), and CASBEE (Comprehensive Assessment System for Built Environment Efficiency, Japan). Buildings around the global have been evaluated by those inspection systems to heighten their environmental credibility. By doing so, consumers are more likely to recognize their contributions to the well-being of the public. For example, Taipei 101, which once was the highest building of the world, it was certified by LEED as the highest green skyscraper. LCA (Life cycle assessment) evaluates green buildings from seven aspects: (1) siting and structure design efficiency; (2) energy efficiency; (3) water efficiency; (4) materials efficiency; (5) indoor environmental quality enhancement; (6) operations and maintenance optimization; and (7) waste reduction. The evaluation standard of green buildings varies among countries. The standard of Taiwan green building evaluation system involves nine aspects as: (1) biodiversity indicator; (2) green indicator; (3) water retention index; (4) energy consumption indicator; (5) carbon dioxide reduction target; (6) waste reduction indicator; (7) indoor health and environmental indicators; (8) water resource indicator; and (9) sewage and garbage improvement targets. From the above items, it is clear that only item energy consumption indicator is related to the green building, which means only a few items of green building are related to ESCO. However, we still use the whole package of green building in this study. It is believed that the knowledge of green building could enhance the literacy and capability of ESCO.
Field Trip: Learning Outside the Classroom

Learning outside the classroom means learning through experiences. The design of the green building learning trip is based on the experience-based learning pedagogy, which emphasizes self-motivated learning. Field trip provides the context of learning that enables participants to learn from their experiences. Pleasure is an essential element as taking a trip, in which might motivate people to learn easily. Thus, field trip is designed to deliver the concepts and ideas of green buildings. Many scholars have studied the effects of field trip and developed the guidelines for incorporating field trip into curriculum design. According to Beames, Higgins, and Nicol (2011), eight guidelines should be followed to design a meaningful and effective field trip learning experience, they are described as follows: (1) Learning across the curriculum; (2) Education for sustainable environment; (3) Learning through local landscapes; (4) Harnessing student curiosity; (5) Enabling students to take responsibilities;
LEARNING OUTSIDE THE SCHOOL: A FIELD TRIP TO KNOW GREEN BUILDINGS (6) Building community partnerships; (7) Administration and risk management; (8) Supervising people outdoors. Table 1 The Inspection Systems of Green Buildings in Different Countries
No. Country
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Evaluation system of green buildings No. Country Evaluation system of green buildings NABERS (The National Australian Built Environment Rating System)/Green 1 Australia 18 New Zealand Green Star NZ Star/BASIX (Building Sustainability Index, in New South Wales only) 2 Brazil AQUA/LEED Brasil 19 Pakistan Pakistan Green Building Council BERDE(Building for Ecologically LEED Canada/Green Globes/Built Green 3 Canada 20 Philippines Responsive Design Excellence)/Philippine Canada Green Building Council 4 China GBAS (Green Building Assessment Systems) 21 Portugal Lider A/SBToolPT QSAS (Qatar Sustainability Assessment 5 Finland PromisE 22 Qatar System) 6 France HQE (High Quality Environmental standard) 23 Taiwan Green Building Label DGNB/CEPHEUS (Cost Efficient Passive 7 Germany 24 Singapore Green Mark Houses as European Standards) BEAM (Building Environmental Assessment 8 Hong Kong 25 South Africa Green Star SA Method) Society Limited IGBC (Indian Green Building Council)/GBC India (Green Building Construction VERDE (Verde in Spanish, Portuguese, 26 Spain 9 India India)/GRIHA (Green Rating for Integrated Italian and Romanian means Green) Habitat. Assessment) GBCI (Green Building Council 10 Indonesia 27 Switzerland Minergie Indonesia)/Greenship LEED/Living Building Challenge/Green Globes/Build it Green/NAHB NGBS/IGCC 11 Italy Protocollo Itaca/Green Building Council Italia 28 United States (International Green Construction Code)/ ENERGY STAR United 12 Japan CASBEE 29 BREEAM Kingdom United Arab 13 Jordan Jordan Green Building Council 30 Estidama Emirates Republic of Green Building Certification Criteria/Korea TREES (Thais Rating of Energy and 14 31 Thailand Korea Green Building Council Environmental Sustainability) 15 Malaysia GBI (Green Building Index) Malaysia 32 Vietnam LOTUS Rating Tools Czech 16 Mexico LEED Mexico 33 SBTool (Sstainable Building Tool) CZ Republic 17 Netherlands BREEAM Netherlands Note. Source: Retrieved from http://en.wikipedia.org/wiki/Green_building.
For the green building, students might have many ideas about it, but they do not really know how it implemented in daily life. They also might not know how to apply such concepts to design a building. Therefore, it is necessary to conduct a trip to have students pay a visit to green buildings. By doing so, students were able to gain the first-hand experience from real world.
Implementation of the Research

Field Trip Time of experiment: A three-day field trip was conducted during July 25-27, 2013.
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Target: The study was to know the learning outcomes of green buildings, and to assess the knowledge for the participants. Place: Two buildings were visited in this trip. One is Kuangshan railway station in Taitung, the other is Yuli railway station in Huanlian.
Figure 1. Kuanshan new railway station, a green building design.
Kuanshan station. Kuanshan station was selected, because it has two stations, one is the old station and the other is the new station. The new station was designed by the rule of green building, and the old one was not. With this two buildings, the teacher is able to explain the differences of a green building and a non-green building.
Figure 2. Old Kuanshan railway station, a non-green building.
Yuli station. Relative to the Kuanshan station, the Yuli station is not a green building at all. Therefore, it was scheduled in the final station of this trip so as to test the students about the elements of green buildings. Participants Fourteen persons participated in this trip. There includes professors, college students, and tourism industrial. There are five teachers, seven students, and two people from the society. As to the age distribution,
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two of them are more than 60 years old, five are between 50-60, one is between 30-40, five are between 20-30, and one is between 10-20. For the education distribution, four have doctor degrees, three have master degrees, six are bachelors, and one in the elementary school. For the gender distribution, seven are males and seven are females. Finally, for the study related to green buildings, five of them are from the related departments and nine of them are from the non-related departments.
Research Framework
The trip was designed to let the participants learn what a green building is. In the first day, the participants went to the Kuanshan station. Instructions were given that requested them to first explore the elements of green buildings of Kuanshan station, then, compare the two buildings. After their investigation of these two stations, the students were asked to explain what are the differences that they observed. The teacher then explained the definition of green building, and the students have to take photos or notes for the examination next time in Yuli station. In the second day, the students were taken to the Yuli station to identify the elements of the green building of Yuli station. The teacher reviewed their achievements and once again explained to them the meaning of green building and the significance of the differences of these two stations.
Data Analysis
Pre-test and post-test were conducted in this study. In the pre-test, the participants were asked about the following open questions: (1) What do you think of a green building? (2) What are you looking forward to in this tour? After the visit, the students were requested to write down their reflection. The open questions of the post-test were: (1) What impressed you during this trip? (2) Compared to the previous trip, how do you feel this time in learning the green building? (3) Record and note about your feelings now.
Findings
The Ideas of the Participants The outcomes of the pre-test were divided into four types as: no concept, less clear, substantially correct, and wrong concept. The results of the pre-test were analyzed by the subjective analysis of three experts in the green buildings. After three experts reach a consensus, then, they give the participants one of the following four categories. From the questions of pre-test, the expectation was analyzed in Table 2. For the purpose of taking this trip, six people expressed that they took this trip for relaxation; five people identified that learning was the main purpose; eight people just wanted to have a happy tour; nine people came for enjoying nature; and two people did not hold any specific expectation. Most of the participants expected the trip to be a happy and pressure less tour; regardless knowing the primary goal of this trip is for learning. The design made the participants fell that it is really go to the nature, as one said: This trip allowed me really visit a nature area, it is not like other trips which Ive had been through (participants reflection, B12 (csf)), the other said: For sure, the Yuli station is not a green building (participants reflection, B11 (cwb)).
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Table 2 Ideas of This Trip (Question: What Are You Looking Forward to in This Tour?)
No. Description of expectation Type 1 Security, stability, and low resource consumption, to understand urban-rural B1 (hml) differences. B2 (whc) Body and soul environmental protection, sustainable development. The first time to go out of an overnight activity. Feelings and lifestyles are B3(wyr) different from the past. B4 (lsc) Refreshing, auditory and visual enjoy, and experience acquisition. B5 (jyr) Watch the sunrise and ocean. Go into the environment, and the environment combined trip, looking B6 (lyw) forward to the natural environment with natural surprises of the trip, intimate and emotional journey. Relax and happy travel, no urgent travel, no pollution, no noise, away from B7 (cwk) the city, into the countryside. B8 (cty) Expect more growth, more knowledge. B9 (cyt) Hoping to relax. 6 5 8 9 2 B10 (cjh) Relax. B11 (cwb) Experience slow living, not force; close to nature, relaxation. B12 (csf) I hope to have good weather, going into the environment. B13 (hsh) join the trip in a happy mood. B14 (jjj) Sum Exposure to new things, new knowledge, and relax physically and mentally. Type 2 Type 3 Type 4 Type 5
Notes. Type 1relax; type 2learning; type 3happy tour; type 4goes to nature; and type 5no special expectation.
The above examples show that taking a field trip enables participants to know the characteristics of green buildings, also makes participants feel self-achieved during this trip. Results by Different Groups of the Participants in the Trip The results by different groups are shown in Table 3. Specialty. The average score for the related departments is 3.8 and for the non-related departments is 2.66, it indicated that the green building knowledge really exist in the people with professional knowledge, as shown in Figure 3(a). Gender. The average score for males is 3.85 and for females is 2.28, it indicated that the green building knowledge has a gender difference. However, this may come from the job, because the green building related to the civil and architecture engineering, and the staff of this department are mostly males, as shown in Figure 3(b). Age. The average scores by age distribution were: 4 for participants greater than 60 years old, 3.4 for age between 50 to 60, 4 for age between 30 to 40, 2.6 for age between 20 to 30, and 1 for age between 10 to 20, as shown in Figure 3(c). Education. The average scores by education were: 3.75 for those have doctor degrees, 2.33 for those have master degrees, 3 for those have bachelor degrees, and 1 for those in the elementary school, as shown in Figure 3(d). Profession. The average scores by the categories of teacher, students, and community people were: 3.66 for teachers, 2.57 for students, and 3 for community people, as shown in Figure 3(e).
LEARNING OUTSIDE THE SCHOOL: A FIELD TRIP TO KNOW GREEN BUILDINGS Table 3 Knowledge Rating of Green Building of the Members in This Trip
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Green building description Rating Specialty Gender Education Age Profession Energy, water retention, low energy materials, and sustainable B1 (hml) 5 R M D 6 T use, in line with human needs of shelter. B2 (whc) Energy saving, resource utilization, and building close to nature. 4 NR F B 5 T B3 (wyr) Good ventilation and good lighting design buildings. 2 R F B 2 S B4 (lsc) Low energy consumption, high efficiency, and re-use materials. 3 NR M B 6 C B5 (jyr) The construction, not cut the trees. 1 NR F E 1 S Low energy building construction, the use of solar or biomass B6 (lyw) energy operation, natural design match the surrounding 3 NR M D 5 T environment. Building proximity with nature, environmentally-friendly building, all of the materials must comply with the requirements 4 R M D 5 T B7 (cwk) of environmental protection, people living in them, but also try not to damage the environment. Use of solar power, glass windows lighting, and environmentally B8 (cty) 3 NR F B 2 S -friendly building materials. Low energy consumption, low pollution, low carbon emissions, B9 (cyt) 5 R M B 2 S garbage collection, classification, and other buildings. Use of environmentally-friendly building materials, have B10 (cjh) 3 NR F B 5 C excellent lighting and good ventilation system. Lighting, ventilation, natural ecological building can be B11 (cwb) 3 R M D 5 T constructed in accordance with local environment. B12 (csf) Match environmental construction, more greenery. 1 NR F M 2 S Buildings made by using energy-saving and carbon reduction B13 (hsh) 2 NR F M 2 S materials, built by repeated use of the materials. Low energy consumption, recyclable materials, and the use of B14 (jjj) 4 NR M M 3 S natural circulation, rain, sun, wind. Notes. R: background related; NR: non-related; M: male; F: Female; D: doctor; B: bachelor; M: master; E: elementary school; 6 for participants greater than 60 years old; 5 for ages between 50 to 60; 4 for ages between 30 to 40; 3 for age between 20 to 30; 2 for ages between 10 to 20; 1 for age under 10; T: teacher; S: student; and C: community people.
No.
(a) The knowledge scores by related and non-related specialty
(b) The knowledge scores by gender
(c) The knowledge scores by age
(d) The knowledge scores by eucation
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(e) The knowledge scores by teacher/student/community people. Figure 3. The knowledge scores by different categories.
Discussion
The results by specialty indicate that the people who have the specialty related to the green buildings tend to have higher scores. This means that the green building is a special knowledge and not a common sense. If comparing by gender, there is a significant difference between males and females. It is possibly because the males in this trip are mostly work in the related field with green buildings; however, most of the females are not working in the related field. The scores by age also have influence on the results; the older person tend to have more knowledge. It is the same with the scores by the education, people who get higher degrees have more knowledge than others. From above, it reveals that the knowledge of green building is mostly the concept knowledge, which can be influenced by education. So, the people who have higher education background will have more knowledge about the green buildings. The people with older age will have more knowledge, because they have more opportunities to accept the knowledge of green buildings. Therefore, after the explanation by the teacher, most of the members can clearly describe the characteristics of a green building. We design this teaching method for learning by experiences; everyone can clearly know what a green building is after the investigation of these two stations. No matter whether they learnt the green buildings before or not. This experience not only enhances the concept of knowledge, but also increases the belief of the participants. It is a good way for promoting the informal education of green buildings so as to achieve the sustainable community. The limitation of this study is that the qualitative analysis all comes from the limited samples of the 14 participants. It is effective for these samples; however, it has to be more careful to extend the explanation to the other places.
Conclusions
The study provides an opportunity for the participants to know the green buildings in a very easy way by learning outside the classroom. The design process, content, and students reflection were described in this paper. The results reveal that the teaching of energy education can be by the way of experience-based learning, as by learning outside the school campus. For the course, like ESCO, it provides a good model for curriculum design.
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References
Beames, S., Higgins, P., & Nicol, R. (2012). Learning outside the classroom: Theory and guidelines for practice. Florence, K.Y.: Rouledge, Taylor & Francis Group. Ji, Y., & Plainiotis, S. (2006). Design for sustainability. Beijing: China Architecture and Building Press. U.S. Environmental Protection Agency. (2009). Green building basic information. Retrieved December 10, 2009, from http:// www.epa.gov/greenbuilding/pubs/about.htm Vine, E. (2005). An international survey of the energy service company (ESCO) industry. Energy Policy, 33(5), 691-704.
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Teaching Model of ESCODeveloping an E-learning Framework With Information Technology

Dong-Liang Cai
Jinwen University of Science and Tenology, New Taipei City, Taiwan
This paper presents the study of ESCO (energy service company) teaching model, an e-learning framework with information technology. A structure of the teaching method on the Web was proposed, and then, an experiment was performed. The framework of this model is named APP-KM, which means the active learning by Web environment, problem-based learning by case-based teaching, project-based learning by AR (augmented reality), and knowledge management by concept mapping. The purpose of this experiment was to study the effect of teaching with computer-aided concept mapping on the achievements of the students in the university. The results of this study indicate that this teaching method with concept mapping tool has a consistent relationship with students achievements. It could be further promoted as the teaching model of ESCO. Keywords: concept mapping, computer-aided, teaching model, science education
Introduction
ESCO, the energy service company, is a very complex commerce which includes theoretical knowledge and implementation skills. How to design a suitable technical content of the course is an important item to promote ESCO. The most important things to promote ESCO are like the following: How to make good knowledge management in the learning process? How to get a real useful knowledge in the course? How to create an active learning environment? And how to become skilled at really useful skills? These are essential items which cannot be missed in the teaching process. Could information technology perform its functions to assist the teaching of ESCO? The knowledge management of the course content and learning process is essential for teachers. It is an interactive process for teachers and students. For most of the teachers, what they concern are How much do the students learnt from the course? and What is the most effective way for the students to construct their knowledge? How to design an active learning and knowledge management system in a good network environment is what we have to pay attention to in the designing of ESCO courses. Chou has done a research and pointed out that the course design should base on learning theory so as to achieve good learning outcomes. The use of information technology with e-learning environment is more important; although, e-learning has many difficulties (Chou, 1999). Chang considered the view of student-centered learning and constructivism in the development of e-learning technology (Chang, Sung, & Chen, 2002). Chang et al. (2001) and Chen and Wang (2012) have divided the information education into three stages as:
Acknowledgement: This study was supported by National Science Council under the project NSC-100-3113-S-228-005. Dong-Liang Cai, Ph.D. candidate, lecturer, Department of Computer Science and Information Engineering, Jinwen University of Science and Tenology.
DEVELOPING AN E-LEARNING FRAMEWORK WITH INFORMATION TECHNOLOGY
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CAI (computer-assisted instruction), implementation of computer course, and teaching with information technology. Evolution of e-knowledge has a long history since the prevalence of computers and Internet. To find a good tool to enhance the effectiveness in the e-learning environment is another important consideration. Thus, the concept map could be a choice as the tool. The study of concept map has a long history, while we use it as an instrument in the learning process, as for teachers to evaluate the achievements of students. Concept mapping is a way to represent the structure of knowledge. The development of concept map has made the teaching technique a huge progress. It is the spatial representations of concepts to describe the knowledge structures and their interrelationships that humans store in their minds (Jonassen, Beissner, & Yacci, 1993). Concept map has also been used to assist teachers and students to construct the organized knowledge base on a given discipline (Pankratius, 1990) or a given topic (Kopec, Wood, & Brody, 1990). Additionally, concept map has been used to evaluate what the learners know (Wandersee, 1987) and to disclose unique idea processes (Cohen, 1987). Further studies, such as Braselton and Decker (1994) have studied with sixth-grade students in the mathematics course and found concept mapping to be advantageous in improving students problem-solving skills. DeWispelaere and Kossack (1996) have studied in a high school taking Spanish as the second language class and found that concept mapping could improve students higher order thinking skills. Digital education is an academic and practical area of expertise that attempts to seek the ideal teaching methods to enhance learning. Therefore, the committed efforts of educational technology are to allow educators to enhance the effectiveness of their work, as well as providing wonderful teaching by teachers and effectively learning for students. Accordingly, we proposed here a system with the following features: (1) active learning by Web environment; (2) problem-based learning by case-based teaching; (3) project-based learning by AR (augmented reality); and (4) knowledge management by concept mapping. This system can be named in short as APP-KM.
Framework of the E-learning System of ESCO

Active Learning by Web Environment For an e-learning course, it is necessary to construct an active learning environment for learners to build their knowledge. An active e-learning environment should provide the possibility for interactive learning on the Web. Consequently, the students can benefits from sharing data and knowledge, as well as having discussions around the content. Such collaborative activities are valuable for the students. The Internet has made it possible for the interaction between distant collaborators. For both informal communication and formal idea exchange, it should be able to transform into the collaborative knowledge with appropriate technologies. Problem-Based Learning by Case-Based Teaching APP-KM is conducted by problem-based learning with situational teaching, because the knowledge of ESCO includes various conditions, and there are different problems in dissimilar situations. The outcomes in classrooms can be easily obtained from the pre- and post- test by evaluation tool, however, in the e-learning environment, it is difficult to give a test for the learners, especially in the situational teaching. The objective of this stage is to establish an interactive learning system to guide students to actively participate in learning process. This system is a two-step learning tool. The first is the demonstration of an example, there is a prompting interface to guide students to solve the problem. The system will also give a
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suggested answer for them. If students fail to use the prompt to solve problems, then, the system will lead them back to the previous system to review what need to be reinforced. A teacher plays the role of study advisor in students learning process. The system also proposes some problems to help the students reflect on the issue currently studied after they finish concept mapping. These problems can be used to make sure whether the knowledge constructed based on their own studies can lead to the solution or not. It is like a diagnosis system providing a self-constructed process to examine completeness of knowledge content. Project-Based Learning by AR We used AR technology to carry out project-oriented learning in APP-KM system. This technology is able to help us make more complete introduction of ESCO knowledge. The development of AR has a history for nearly a decade, the difference between AR and VR (virtual reality) is that VR is something out of nothing, AR emphasizes to combine with the real world and enhance real-world information display and interactive experience. Finally, the application of AR in ESCO can be summarized on three points: (1) The object of AR is not meant in the simulation, but focuses on the integration of ESCO knowledge. AR has the function of integrated information presentation, and could interact with the user by the function of real-time scenario simulation. Therefore, simulation is often considered as the most important purpose of its effect on the media presentation. However, from the process view point of technological development, AR is a learning technology with the function to integrate existing key technologies; (2) By adaptive strategic to develop AR. AR system is a highly complex system, which greatly integrated with the technology of mobile computing, tracking technology, visual analogue, digital synthesis, HMI (Human Machine Interface), etc.. Therefore, it is important to choose proper development strategy in application, and gradually applied to the area of study. For example, active learning, the image tracking is a basic application type of AR. When combined with the existing tracking technologies, such as GPS (Global Positioning System) or RFID (Radio Frequency Identification Devices), etc., it will be the practical application of AR in the next stage. So, there are many spaces in the field of ESCO, which can take advantage of AR in teaching; (3) Based on the knowledge of ESCO, the innovative application of digital learning. In the use of AR in the innovative teaching, how can it truly grasp the essence of education and learning? AR jumps the application of human information out of television, and gradually, combines the real-life human through new technologies. AR can provide an innovative fountain into todays digital learning. Most of the technologies of AR have not been commercialized yet. Proceed from the existing mature technologies with current three dimensiona multimedia streaming mature, and create the open source software platform for the program AR, thus, the application of AR in digital learning will not be difficult. Knowledge Management by Concept Mapping The final stage of this teaching model is to use concept map to establish evaluation tool for teaching. A complete concept map of case-based teaching can be used to design evaluation tool by the curriculum developer. There are already many examples which apply the concept map in the past, the traditional method for constructing concept maps was to use pen and paper. Later, a number of concept mapping systems have been designed based on the computer-aided instruction with the development of ICTs (information and communication technologies) (Fisher, 1990). We proposed an idea concept map for knowledge management in APP-KM system and designed the actual system in teaching. Five steps were used to manage the knowledge of this course, they are problem
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identification, concept mapping, interactive learning, AR, and achievement evaluation. The above five steps are shown in Figure 1.
Problem identification
Reflection by students to find the problem
Concept mapping
Construct the concept map by students themselves
Interactive learning
Establish an interactive learning system on the Web
Augmented reality
Explanation the possible reason by AR
Final evaluation
Evaluate the achievements of students after the course
Figure 1. The five steps of APP-KM with active learning environment in this study.
The first stage is to use problem-solving model to activate students learning by raising questions. In this stage, students are requested to conduct observation and reflection. It is unnecessary for teachers to be involved in the thinking process of students. Providing a free environment for students, teachers do nothing but give students the case currently studied. In the second stage, students are expected to use concept mapping technique to construct knowledge, as well as to find possible paths to solve the problem. The concept map is a hierarchical structure. Establishing a concept map is the first step to develop curriculum. In this study, learners will be asked to make their own concept maps, which is the first step of learning, as well as the basis for follow-up study. The third stage is interactive learning preocedure on the Web, and the basic premises of the argument as the teacher has to interact with the students in the class to enhance their understanding. The possible knowledge related to the case will be raised by the teacher, and ask the students to provide them more deeper thinking through the Web interactive (Sessom, 2008; Delialioglu & Yildirim, 2007). The correctness of the concepts will be changed by the teacher for the purpose of reflection to the students. The fouth stage is AR, and it has long been recognized that dramatically altering the situation of both teachers and learners, which apply the visual and graphical technique to provide more clear understanding of the object (AR is the use of videos and graphics, things that are described to provide a clearer understanding) (Obst & Trller, 2009). Then, the lecture is designed as an AR project to make the students learn efficiently,
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thus, an AR project will have practical knowledge and skills. Therefore, we design the course which apply the AR in a project so that the students can learn the practical skills and knowledge through the course (Yuen, Yaoyuneyong, & Johnson, 2011). Last, the fifth stage uses the concept map to establish an evaluation tool for teaching achievements within sudents after the course. Tranditionally, there are many evaluation tools for after-class use with students. Generally, we focus on few tools to improve assessment practices, such as open-ended and colse-ended questionnaire, review and reflection tools, familiarisation and discussion tools, audit tool, and feedback tools. (Reja, Manfreda, Hlebec, & Vehovar, 1990). Under these methods, we can evaluate the learning achievements and locus according to different criteria for after-course students assessment in a school.
Findings and Discussion

System Framework on APP-KM A system build on the Web was constructed for students. The designed online communities of the course are built with concept mapping technically supported by knowledge management system. This community of practice was enacted in the virtual environment of e-learning. The procedure requests students to construct their own concepts in the study process, as shown in Figure 1. The procedure designed above is a good way for managing the knowledge in a course. An experiment was performed in this study to know the effectiveness of this teaching method. Since concept map is a very logic instrument with systematic thinking process, it is possible to apply this theory in the class to enhance students learning. Therefore, we design this experiment to use the concept mapping technique by the students to test their knowledge and make them familiar with the content which the teacher just taught in the class. The concept mapping tool in the computer was used, so, the students can easily use the tool to construct their own concept map. Experiment Procedure Experiment design. It is hypothesized that concept mapping could be an instruction tool and has a significant positive effect on students achievements. It is also hypothesized that students will be satisfactory with the teaching model incorporating computer-aided concept mapping tool. If students are able to write more concepts, then, they will have higher achievements. The key point of this research was to determine the influence of this new teaching model with computer-aided concept mapping tool. The students were asked to draft their own concept map using the concept mapping tool. Each map was calculated of its total number of concepts. Participants in this research were 52 university students enrolled in the class of energy conservation during the semester of 2012 in a university in Northern Taiwan. This course is more related to the ESCO knowledge in this department, and it is also the fundamental course for energy conservation. Of the students who involved in this research, 50% were males and 50% were females. The research was conducted for a whole semester in a class for two hours each week for 18 weeks. A total of 52 students participated in the class. Instrumentation. Three instruments were used in this study: (1) students review questions; (2) concept map score tool; and (3) attitude questionnaire. Students review question. One open questionnaire was used to assess the achievements of the students
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after the class. Students were asked to write down their understanding of the class and their answers were reviewed by the teacher to give them an appropriate points. Concept map score tool. For each chapter, a score was given to the student if the correct concept was written and accurately linked to the correct place. Attitude questionnaire. In order to know the difficulties of students in using the concept mapping tool, an attitude questionnaire was designed to test the students attitude about the new instrument for their learning. The questions were: (1) Do you like the teaching method? (2) Do you think that the teaching method help you in learning this course? and (3) Do you find any difficulty in using the computer tool? Experiment Results Concept map drawn by the students. The concept maps drawn by the students were shown in Figure 2. Students reactions to APP-KM. Table 1 is the summary table of students reactions to concept mapping in the university class. As seen from Table 1, the students have positive attitude to the teaching with concept mapping. Relationship between concept map scores and test scores. The relationship between concept scores and test scores is shown in Figures 3 and 4. Figure 3 is the scattering plot of students scores of concept mapping with mid-term test scores. The correlation coefficient is 0.885. Figure 4 is the scattering plot of students scores of concept mapping with final examination scores. The correlation coefficient is 0.440. Both figures reveal that the outcome of concept mapping capability is strongly correlated to the achievements of students learning.
Reduce power generating
Reduce electricity consumption
Reduce air pollution
Turning off lights
Reduce heat emission
Reduce green house effect
Electric light
Computer
TV Air condition
(a) Title of the teaching case: Turning off lights
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Reduce paper towel consumption
Reduce processing costs
Reduce air pollution
Reduce waste amount Bring chopsticks and handkerchief Reduce incineration
Reduce chopsticks use Reduce waste discharge
Reduce air pollution Reduce groundwater pollution Reduce carbon emission Reduce heat emission
Protect public health Protect public health Reduce green house effect
(b) Title of the teaching case: Bring chopsticks and handkerchieves to save energy Figure 2. Concept maps examples of two teaching cases.
Table 1 Students Attitude Scores to Concept Map

Questions Do you like the teaching method? Do you think that the teaching method help you in learning this course? Do you find any difficulty in using computer tool? Mean value 4.333 4.300 3.300 Standard deviation 0.705 0.720 0.920
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Figure 3. Scattering plot of the concept map score vs. the final test scores (R = 0.885).
Figure 4. Scattering plot of the concept map scores vs. the final test scores (R = 0.440).
The results are consistent with the findings from the previous researchers. Findings from them indicate that concept mapping is a useful instrument for helping student understand and withhold science matters. Furthermore, students using concept maps behave better than those having more traditional types of instruction. Moreover, concept map has been used to assess what the learners know (Guastello, Beasley, & Sinatra, 2000; Hawk, 1986; Ritchie & Volkl, 2000; Simmons, Griffin, & Kameenui, 1988; Willerman & Mac Harg, 1991).
Conclusions
A teaching model of ESCO, which combines the development of an e-learning framework with information technology, was proposed in this research. The framework of this teaching model is named APP-KM, which means the active learning by Web environment, problem-based learning by case-based teaching, project-based learning by AR and knowledge management by concept mapping. This paper presents the teaching experiment conducted in a university class of energy education course with the method of computer-aided concept mapping tool in order to know its effect on students achievements. An example of the framework using concept map for active learning is shown in this paper. The teachers can benefit from adopting knowledge management system with concept mapping into their courses. The results reveal that teaching method with concept mapping has an obvious influence on students achievements and students attitudes. To sum up, the APP-KM can be a good tool, not only for teachers, but also is supportive for students in their learning. The results should not be over explained, because they only focus on the teaching by concept mapping. Not all the systems were studied. Say, the parts of AR, was not included in this teaching study. One the other
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side, the qualitative analysis of the students behaviors and the teachers responses are not concerned in the previous results. It can be the topic of the follow-up study.
References
Braselton, S., & Decker, C. (1994). Using graphic organizers to improve the reading of mathematics. Reading Teacher, 48(3), 276-81. Chang, K. E., Sung, Y. T., & Chen, I. D. (2002). The effect of concept mapping to enhance text comprehension and summarization. Journal of Experimental Education, 71, 5-23. Chang, K. E., Sung, Y. T., & Chen, S. F. (2001). Learning through computer-based concept mapping with scaffolding aid. Journal of Computer Assisted Learning, 17, 21-33. Chen, W. K., & Wang. P. (2012). A framework of active learning by concept mapping. US-China Education Review A, 2(11), 946-952. Chou, W. C. (1999). The study of the application of a web-based instructional learning. Science Education of Pingdong University of Education, 9, 42-49. Coffey, J. W., & Caas, A. J. (2000, November 6-9). A learning environment organizer for asynchronous distance learning systems. Proceedings of The Twelth IASTED International Conference Parallel and Distributed Computing and Systems (PDCS 2000), Las Vegas, Nevada. Cohen, D. (1987). The use of concept maps to represent unique thought processes: Toward more meaningful learning. Journal of Curriculum and Supervision, 2(3), 285-289. Delialioglu, O., & Yildirim, Z. (2007). Students perceptions on effective dimensions of interactive learning in a blended Learning Environment. Educational Technology & Society, 10(2), 133-146. DeWispelaere, C., & Kossack, J. (1996). Improving student higher order thinking skills through the use of graphic organizers (Masters thesis, Saint Xavier University). Fisher, K. M. (1990). Semantic networking: The new kid on the block. Journal of Research on Science Teaching, 27, 1001-1018. Guastello, E. F., Beasley, T. M., & Sinatra, R. C. (2000). Concept mapping effects on science content comprehension of low-achieving inner-city seventh graders. Remedial and Special Education, 21, 356-366. Hawk, P. (1986). Using graphic organizers to increase achievement in middle school life science. Science Education, 70(1), 81-87. Jonassen, D. H., Beissner, K., & Yacci, M. (1993). Structural knowledge: Techniques for representing, conveying, and acquiring structural knowledge. Hillsdale, N.J.: Lawrence Erlbaum Associates. Kopec, D., Wood, C., & Brody, M. (1990/91). Using cognitive mapping techniques for educating about sexually transmitted diseases with an intelligent tutoring system. Journal of Artificial Intelligence in Education, 2(2), 67-82. Obst, B., & Trller, L. (2009). Augmented reality. Innovations 09 Forum, Ausarbeitung zum Seminar Innovationsforum im SommerSemester 2009. Pankratius, W. J. (1990). Building an organized knowledge base: Concept mapping and achievement in secondary school physics. Journal of Research in Science Teaching, 27(4), 315-333. Reja, U., Manfreda, K. L., Hlebec, V., & Vehovar, V. (2003). Open-ended vs. close-ended questions in Web questionnaires. Developments in Applied Statistics (Metodoloki zvezki), 19, 159-163. Ljubljana: FDV. Ritchie, D., & Volkl, C. (2000). Effectiveness of two generative learning strategies in the science classroom. School Science and Mathematics, 100(2), 83-89. Sessoms, D. (2008). Interactive instruction: Creating interactive learning environments through tomorrows teachers. International Journal of Technology in Teaching and Learning, 4(2), 86-96. Simmons, D., Griffin, C., & Kameenui, E. (1988). Effects of teacher-constructed pre- and post- graphic organizerinstruction on sixth grade science students comprehension and recall. Journal of Educational Research, 82(1), 15-21. Wandersee, J. H. (1987). Drawing concept circles: A new way to teach and test students. Science Activities, 24(4), 19-20. Willerman, M., & Mac Harg, R. A. (1991). The concept map as an advance organizer. Journal of Research in Science Teaching, 28, 705-711. Yuen, S., Yaoyuneyong, G., & Johnson, E. (2011). Augmented reality: An overview and five directions for AR in education. Journal of Educational Technology Development and Exchange, 4(1), 119-140.
DA VID
PUBLISHING
Understanding Sustainable Environment in ESCO Course With Supplementary Educational Tool

Ming-Wei Lin, Ching-Song Jwo
National Taipei University of Technology, Taipei, Taiwan
A new educational tool designed for the study of sustainable environment in the course of ESCO (energy service company) is presented in this paper. Since the knowledge of ESCO course contain the conceptual knowledge and the experience knowledge, the course design has to concern about the two parts. Therefore, the main target of this research was to create and implement the tool to improve the teaching and learning of sustainable environment. It was accomplished by means of three strategies: (1) Desalinating the sea water into drinking water based on the environmental standards; (2) Supplying the energy by wind conversion system; and (3) Improving the energy efficiency by the new coolant. The educational interest of this tool lies on the function to provide unexhausted water supply by the renewable energy. The educational tool was tested by the experiment. The outcome demonstrates the effectiveness of the system and results in the significant improvement in the practical work of students. Keywords: energy conservation, sustainable environment, renewable energy
Introduction
The energy service company, also called ESCO, take the energy services as its main objective. Sustainable environment is one of the targets in their services. The aim of sustainable environment education is to provide the knowledge and skills for protecting the environment. It is a subject with theoretical basis and technology background. How to well combine the two aims and give the necessary elements of teaching are the most important goals. Since the sustainable environment is a very conceptual idea, the course for teaching this subject should consider the practical work in order to give the students a clear impression (NAESCO (National Association of Energy Service Companies), 2008; Kates, Parris, & Leiserowitz, 2005; Holling, 2000; Redclift, 2005). There are two main ideas for sustainable environment, resource recovery and energy conservation. It is often difficult to express the two ideas by the common course content. Employ various ways to demonstrate the two ideas are what teachers should think about in their lessons. Water is a limited resource which we need in our daily life. Only the sea water is an unexhausted resource which we are able to obtain. However, the salt content of sea water is too high to use. It is necessary to remove the salt from sea water, so that we can use it endlessly. In order to overcome this problem, the technique of
Ming-Wei Lin, Ph.D. candidate, Department of Energy and Refrigerating Air Conditioning Engineering, National Taipei University of Technology. Ching-Song Jwo, professor, Department of Energy and Refrigerating Air Conditioning Engineering, National Taipei University of Technology.
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UNDERSTANDING SUSTAINABLE ENVIRONMENT IN ESCO COURSE
desalination should be encountered. It is also possible to consume the energy in the desalination procedure. If applying too much energy in the process, then, it is uneconomic. Therefore, the system should consider a possibility to use the energy by the cheapest way. What we have to think about is the energy comes from other ways, like the renewable energy, such as solar, wind, or other sources. In this study, we follow the objective to design a system which could remove the salt and use less energy. A work-related teaching and learning curriculum was designed in this study, this curriculum provides an opportunity for the students to understand the theory and technique of how to solve the problem of global warming to achieve the sustainable environment (Huddleston & Stanler, 2012; Cohen, Manion, & Morrison, 2011).
Educational Framework and Course Description

The research undertaken in this study was designed in a university in Taiwan. Real model of the teaching tool was made to provide a clear picture for the students. With the dual purposes for both theoretical and practical, the course has to meet two targets, to remove the salt from seawater and to supply the energy. By the two purposes, we design the course content as shown in Table 1. It can be part of the training course for ESCO. Table 1 Course Content and Schedule
No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Objective Introduction to the theory of sustainable environment Introduction to global warming Introduction to the principle of energy conservation Principle of resource recovery Introduction to the technology of desalination technology Introduction to the technology of air-condition equipment Introduction to the technology of wind energy Introduction to the technology of solar energy Practice of the air-condition equipment ( run #1) Practice of the air-condition equipment ( run #2) Practice of the desalination system ( run #1) Practice of the desalination system ( run #2) Practice of the wind energy conversion system ( run #1) Practice of the wind energy conversion system ( run #2) Practice of the solar energy conversion system ( run #1) Practice of the solar energy conversion system ( run #2) Name of the lecture Sustainable environment Climate change Energy conservation Resource recovery Desalination technology Air-condition equipment Wind energy Solar energy Air-condition practice #1 Air-condition practice #2 Desalination practice #1 Desalination practice #2 Wind energy practice #1 Wind energy practice #2 Solar energy practice #1 Solar energy practice #2 Hour 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
The course was structured and followed the top-down approach. It begins from the overview of sustainable environment, and then, follows the descriptions of the state of the art of the technology, and ends with the description of wind and solar energy system. In contrast with other pedagological approaches that provide only the knowledge content, the system provides the hands-on learning by requesting the students to build the experience with the two parts of this system. The course includes both direct lectures and hands-on working in the practical experiment. During the teaching process, for both lecture and practical works, the course aims to promote and develop a number of competences, some of which are summarized in Table 2.
UNDERSTANDING SUSTAINABLE ENVIRONMENT IN ESCO COURSE Table 2 Competences to Developed During the Course
No. 1 2 3 4 5 6 7 Competences to developed during the course To know the basic knowledge of sustainable environment To know the principle of energy conservation To know the principle of resource recovery To know the principle of air condition To know the principle of solar energy application To know the principle of wind energy To know the principle of a desalination system Lecture and practical work Week #1, #2 Week #3 Week #4 Week #6, #9, #10 Week #8, #15, #16 Week #7, #13, #14 Week #5, #11, #12
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Educational Tool for the Study of Sustainable Environment

Learning of Air-Condition Equipment The first practical learning content is the equipment of air condition, because it consumes a lot of energy. On the other hand, the coolant used in the system may destroy the ozone layer. Therefore, we design the system for the students to know the detail of heat exchange process. Schematic diagram of the educational tool is shown in Figure 1. In this tool, the students are able to use different coolants to know their efficiency of heat exchange.
Figure 1. Schematic diagram of the educational tool system for air-condition equipment.
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Learning of Desalination System Remove the salt from the sea water is the best way to provide endless water resource. A desalination system was designed in this study. The technical description of the desalination system is shown in Figure 2.
Figure 2. System description of the refrigeration cycle diagram for desalination.
Learning of Solar Energy Solar energy can be used as the energy supply of this system. In Figure 3, the whole system is presented. Since the desalination system consumes a lot of energy, so if the solar energy can be used in this system, then, it could be operate without ending.
Figure 3. The complete desalination system which connects with the solar energy generating system.
Learning of Wind Energy The wind energy could also be used in this system, because the desalination system is usually build in the seashore, so, there is a lot of wind resources in that place. Figure 4 provides the experimental system diagrams with the wind mills to provide the energy.
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Figure 4. Experimental system diagrams with the wind mills to provide the energy.

Conceptual Map of This Course In the curriculum design, we need to think about the purpose of this course. The educational tool provides a lot of knowledge, it can be represented in Figure 5.
Solar energy Air condition Wind energy
Course of energy conservation Desalination
Climate change
Sustainable environment
Energy service
Work-related learning
Figure 5. Multidisciplinary nature of the educational tool development in this course.
The first layer concept map of this course tells us the outline of this course, which is able to provide a full spectrum of knowledge for solving the global warming problem by the practice in our daily life. And it is useful
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for the personnel working in the field of ESCO industry. Work-Related Teaching and Learning of This Course The study presents a new way of teaching for ESCO, work-related learning. The term, work-related learning, is a complicated education phenomenon. As proposed by Stanley (2012), the work-related learning required schools to make provisions for all students:
Learn through work, by providing opportunities for students to learn from direct experience of work (for example, through work experience or part-time jobs). Learn about work by providing opportunities for students to develop knowledge and understanding of work and enterprise (for example, through vocational courses and careers education). Learning for work by developing skills for enterprise and employability (for example, through problem-solving activities, work simulations and work interviews). (p. 2)
It is very difficult to design the course teaching in the classroom, because ESCO contains a lot of practical knowledge. As to the course of sustainable environment practice, it includes the conceptual knowledge and the experience knowledge. So, we have to provide a special way to transfer the knowledge to students. The work-related teaching may be one of the good solutions for solving this problem. The course designed in this study is a simulation of real environment in ESCO service. It provides an innovative practice for students to think about the solution, to achieve the target of sustainable environment, and to solve the problem of global warming, resource depletion, as well as water shortage. Conceptual Knowledge Which Students Can Obtain in the Course For the practical work, the PBL (problem-based learning) is a good way for studying. In the procedure of PBL, it is necessary to draft the problem statement so as to let the students reflect their knowledge in studying. The problem statements of the conceptual knowledge are listed in Table 3. Table 3 The Teaching Concept and Problem Statement
No. Concept Sustainable 1 environment 2 Energy conservation Resource recovery Air condition Solar energy Wind energy Desalination system Problem statement What is a sustainable environment? (1) How to reduce energy consumption? (2) How to apply renewable energy? How to make good use of water resources? How to effectively use air conditioners? How to preserve the solar energy? How to preserve the wind energy? Related theory about the knowledge Week Environment science, ecology, economics, global Week #1, #2 warming, green house effect, and ozone layer protection Thermodynamics and combustion Week #3
3 4 5 6 7
Mass balance and environmental pollution
Week #4 Week #6, #9, #10 Week #8, #15, #16 Week #7, #13, #14 Week #5, #11, #12
Heat transfer, electricity thermodynamics, and ozone layer protection Meteorology, electricity thermodynamics, power generation, and energy storage Meteorology, electricity thermodynamics, power generation, and energy storage Mass balance, electrochemical MSF (multi-stage flash), How to remove the salt from MED (multi-effect distillation), MVC (mechanical sea water? vapor compression), and RO (reverse osmosis)
Experience Knowledge Which Students Can Obtain in the Course The experience knowledge is more important in the study process of ESCO. Experience knowledge mainly refers to the skills and abilities. The experiences knowledge in this curriculum is listed in Table 4.
UNDERSTANDING SUSTAINABLE ENVIRONMENT IN ESCO COURSE Table 4 The Skills and Abilities of Experience Knowledge in the Curriculum
No. Concept
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Sustainable environment
Energy conservation Resource recovery Air condition Solar energy Wind energy
3 4 5 6
Desalination system
Related skills and abilities Week Basic knowledge of energy engineering systems and controls: (1) Basic computer skills; What is a sustainable (2) Ability to read blueprints and design projects; Week #1, #2 environment? (3) Ability to use various mathematical tools to analyze the environmental problem; (4) Ability to learn through observation. (1) How to reduce energy Basic computer skills: consumption? (1) Ability to read blueprints and design projects; Week #3 (2) How to apply renewable (2) Ability to use various hand and power tools; energy? (3) Ability to learn through observation and hands-on How to make good use of experience; Week #4 (4) Ability to follow routine vertical and written water resources? How to effectively use air instructions; (5) Ability to gather data, to compile information, and Week #6, #9, #10 conditioners? How to preserve the solar prepare reports; Week #8, #15, (6) Records maintenance skills; energy? #16 How to preserve the wind (7) Ability to communicate effectively, both orally and in Week #7, #13, writing; energy? #14 (8) Database management skills and statistical reporting; (9) Ability to analyze and solve problems; How to remove the salt from (10) Ability to create, to compose, and edit written Week #5, #11, materials; sea water? #12 (11) Knowledge of computerized information systems used in engineering work.
Problem statement
Conclusions
A course for sustainable environment research was developed in this study. The work-related teaching and learning were applied. Typical concern of knowledge, skills, and abilities were included in this research. Besides, the course also designed the educational tool system, for the purpose of teaching and practical work. The teaching content of both energy conservation and resource recovery were provided in this course. Total courses with 16 weeks contents were designed. This course offers a multidisciplinary nature to the students. With this course, the learners can obtain the knowledge for both the theoretical and practical parts.
References
Cohen, L., Manion, L., & Morrison, K. (2012). Research methods in education (7th ed.). London: Taylors and Francis. Holling, C. S. (2000).Theories for sustainable futures. Conservation Ecology, 4(2), 7. Huddleston, P., & Stanler, H. (Eds.) (2012). Work-related teaching and learning: A guide for teachers and practioners. David Fulton Book. Kates, R., Parris, T., & Leiserowitz, A. (2005). What is sustainable development? Environment, 47(3), 8-21. NAESCO (National Association of Energy Service Companies). (2008). What is an ESCO? Retrieved March 10, 2008, from http://www.coolmaine.org/resources/ESCO%20what%20is.htm Redclift, M. (2005). Sustainable development (1987-2005): An oxymoron comes of age. Sustainable Development, 13(4), 212-227. Stanley, J. (2012). Work-related learning: Teaching and partnership. London: David Fulton Publisher.
Acknowledgements
It is my pleasure to bring out this special issue which is a collection of the outcome from the grants project by the National Science Council of Taiwan. The content of this issue includes: (1) talent cultivation plan of energy services; (2) course design of low-carbon leisure; (3) concept constructivism of green building; and (4) informal education of energy conservation in the community. The rapid change of global environment is forcing us to adopt effective methods to reduce its impact. In educational field, how can the public effectively obtain meaningful knowledge is a major concern. Besides, to design an effective program is the goal for all the educators. The teacher engaged in energy education should pay more attention to the formal education in schools, the informal education in community, and the talent cultivation for related services industries of energy conservation. Three key components are included in this special issue. The first is the National Energy Education Program, which is mainly for the personnel training programs in the energy services industry. The second is the curriculum design, including the formal and informal part of education. The third is the application of teaching methods, learning models, and teaching practices. Furthermore, the authentication method of professional energy services personnel is also proposed. To complete the research program edited in this special issue takes the work of numerous people over a long time. Without the support of the Department of Science Education, National Science Council of Taiwan, this work cannot be completed. They not only provide the financial support, but also assist on the academic method of energy educational research for the study in this volume. In addition, I would like to express my special thanks to Prof. Y. J. Cheng for his cordial teachings during these years. Also, I would like to thank Prof. C. H. Lo for his opening of science education research for our team. Thirdly, I would like to give my appreciation to Dr. Q. M. Tang for her kindly help on the research process. Owing to their supports, the authors can enter the academic area of energy education from their original specialized field as engineering, management, and science. Lastly, a special thanks to Lily, R.. Without her effort, the volume would not be able to complete so smoothly on schedule. Wang-Kun Chen, Editor

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US-China Education Review

Curriculum and Teaching

NURTURING THE TALENTS OF ENERGY SERVICES INDUSTRY

NURTURING THE TALENTS OF ENERGY SERVICES INDUSTRY

Literature ReviewWhat Is ESCO?

NURTURING THE TALENTS OF ENERGY SERVICES INDUSTRY

Research FrameworkDesign a Course for ESCO

NURTURING THE TALENTS OF ENERGY SERVICES INDUSTRY

Features, trends, and manpower needs of energy services

Explore the core literacy of ESCO for the school students

Evaluation and certification mechanisms for the ESCO in the community

Demand for energy services, core curriculum, and authentication mechanisms

Research and analysis

Teaching plan and teaching design authentication

Teaching plan revision and promotion to serving staff

Industry participation mechanisms

Figure 1. The framework of the energy education project.

Results and Discussion

NURTURING THE TALENTS OF ENERGY SERVICES INDUSTRY

IMPLEMENTATION PROBLEMS AND THE TALENT DEMAND IN THE ESCO INDUSTRY

The Development and Barriers of ESCOs

IMPLEMENTATION PROBLEMS AND THE TALENT DEMAND IN THE ESCO INDUSTRY

Human resource Promotion

Table 2 Critical Abilities of ESCOs

The methodology includes Fuzzy Delphi Method and Importance-Urgency Matrix.

Figure 1. Importance-Urgency Matrix.

IMPLEMENTATION PROBLEMS AND THE TALENT DEMAND IN THE ESCO INDUSTRY

Research Findings and Analysis

Figure 2. The Importance-Urgency Matrix of implementation difficulties.

IMPLEMENTATION PROBLEMS AND THE TALENT DEMAND IN THE ESCO INDUSTRY

Figure 3. The Importance-Urgency Matrix of critical abilities.

Conclusions and Suggestions

IMPLEMENTATION PROBLEMS AND THE TALENT DEMAND IN THE ESCO INDUSTRY

Curriculum Design for the Knowledge Domain of ESCO Industry

CURRICULUM DESIGN FOR THE KNOWLEDGE DOMAIN OF ESCO INDUSTRY

Learning Theory for Professional Courses

Figure1. Framework of ADDIE.

CURRICULUM DESIGN FOR THE KNOWLEDGE DOMAIN OF ESCO INDUSTRY

Curriculum Design Theory

CURRICULUM DESIGN FOR THE KNOWLEDGE DOMAIN OF ESCO INDUSTRY

CURRICULUM DESIGN FOR THE KNOWLEDGE DOMAIN OF ESCO INDUSTRY

Results and Discussion

CURRICULUM DESIGN FOR THE KNOWLEDGE DOMAIN OF ESCO INDUSTRY

Conclusions and Recommendations

FRAMEWORK AND EVALUATION MECHANISM FOR THE TRAINING COURSES OF ESCO

Figure 1. ADDIE model theory.

FRAMEWORK AND EVALUATION MECHANISM FOR THE TRAINING COURSES OF ESCO

ESCO Quiz-Database Establishment and Evaluation Mechanism

FRAMEWORK AND EVALUATION MECHANISM FOR THE TRAINING COURSES OF ESCO

Figure 2. Mechanism of the curriculum evaluation of ESCOs.

FRAMEWORK AND EVALUATION MECHANISM FOR THE TRAINING COURSES OF ESCO

RESEARCH ON THE INDOOR AIR QUALITY

Materials and Methods

Results and Discussion

RESEARCH ON THE INDOOR AIR QUALITY

Kindergarten Max. 524 ND 40 ND 2,191 1,421 26 62 Avg. 458 ND 28 ND 792 629 25 61

Max. 817 9.1 36 ND 843 735 25 70

Avg. 471 4.1 23 ND 631 582 23 63

0.56 ND 1,000 1,500 26-28 -