The reduction or elimination of incentives for the installation of decentralized generation directly at the customers' premises, favoring self-consumption, can bring significant changes for distribution network operation. According to the new Portuguese law, injection of energy into the distribution grid is discouraged since prosumers receive only 90% of the energy cost in the Iberian Energy Market. In order to lower energy bills, the possibility of storing excess energy is being considered as a possible solution. In this paper, an optimization framework is proposed to model the operation of consumers with renewable-based Distributed Generation (DG) and storage capacity and assess their aggregated effect at the level of the MV grid using a multi-temporal Optimal Power Flow (OPF). The proposed algorithm is then tested in a real Portuguese MV network to evaluate its performance. Finally, a financial viability analysis is performed considering the installation of small PV generators and storage devices at the residential level.
RESUMENAún existen en la actualidad limitaciones a la hora de enseñar conceptos que requieren la manipulación o visualización de objetos que no están al alcance de todos, bien por su naturaleza abstracta, científica o espacial. La realidad aumentada y los dispositivos móviles son herramientas disponibles hoy en día que permiten solventar estas carencias y ofrecen la posibilidad de interactuar con objetos virtuales en un espacio tridimensional. Para que estas tecnologías formen parte activa en el ámbito educativo es necesario proporcionar herramientas de autor que faciliten la creación de contenidos aumentados autónomos, que expliquen por sí mismos los conceptos que van a ser mostrados, que permitan añadir de una forma sencilla y transparente nuevos recursos virtuales y que puedan ser reutilizados. Este trabajo presenta un entorno de aprendizaje basado en la realidad aumentada que cumple estos objetivos.Palabras clave: realidad aumentada, aprendizaje móvil, herramientas de autor, contextualización, preguntas con respuesta múltiple.
ABSTRACTEven today there are limitations to teaching concepts that require a specific level of manipulation or visualization of objects (the later of which are not always available). This is often because of the abstract, spatial or scientific nature of the object in question. Augmented reality and mobile devices are tools that are available today, which enable us to overcome these deficiencies. What's more, they provide us with the ability to interact with virtual objects in a three dimensional space. For these technologies to form an active part of the educational environment, it is necessary to provide authorship tools that facilitate the creation of autonomous augmented resources, and explain the concepts that are presented to the student. It will also help with uploading-in a simple and transparent manner-virtual resources that can be re-utilized.This paper presents an augmented reality learning environment which fulfils these objectives.
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