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Green Transition in Offshore Wind

Green Transition in Offshore Wind

Reduce the envioronmental footprint of ocean renewable systems
Maximum number of seats filled

There are no available seats for this learning opportunity.

Our challenge

This challenge is designed to introduce the participants to the key technological and non-technological aspects that arise when developing offshore wind. The participants will work on two challenges provided by the industry in multi-disciplinary and multi-experience-level teams. Through collaborative teamwork settings, participants will gain knowledge into key knowledge areas related to offshore wind. The participants will also get an opportunity to work with the knowledge they gain by actively participating in the challenges provided. It is also expected that participants will dive more deeply into and gain more detailed knowledge in topic areas that are related to their backgrounds.

Study format
Application period
19 January – 4 March 2024
Study period
15 April – 19 April 2024
Hosting university
University of Stavanger
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Learning outcomes

Learning outcome 1

Demonstrate a good understanding of the technologies used in offshore wind.


Learning outcome 2

Demonstrate a good understanding of the socio-economic aspects that arise in offshore wind.


Learning outcome 3

Evaluate the key technological and non-technological drivers when developing offshore wind.


Learning outcome 4

Investigate deeply into an area related to offshore wind that is within the background of the participant.


Learning outcome 5

Collaborate and produce results in a multi-disciplinary and multi-experience-level team.


Learning outcome 6

Demonstrate understanding of Challenge Based Learning as a method to solve problems in an interdisciplinary way.


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The students will work on two challenges in separate workshops. The workshops will be held from 15. to 19. April. The challenge are sponsored by the industry:

  • Sustainable materials for ocean renewable energy systems (sponsored by Flex2Power AS)

  • Conflict-free development of large construction yards for offshore wind (Sponsored by Energy Innovation AS

A specific method is used in the workshops: Challenge Based Learning (CBL). 

(CBL) has three distinct phases, Engage, Investigate and Act. The workshop begins with the Engage Phase which moves from the Big Idea (green transition in offshore) to a concrete and actionable challenge by using the essential questioning process (Swiden, 2013).
Once this has been decided upon, participants can then proceed to the Investigate phase. Here, participants develop guiding questions to gain the knowledge needed to develop a solution to the challenge. Guiding questions continue to emerge throughout the challenge (Nichols et al., 2016). These could be gathering relevant data for their challenge. A problem-solving technique for this stage such as fishing techniques will also be presented. By these tool participants will understand problems in a more holistic and in-depth way and be enabled to structure their investigations. Participants will then develop their own guiding questions and resources to better understand their challenge. The learnings from this phase provides a foundation for the eventual identification of potential solutions to the challenge (Nichols et al., 2016).

In the Act stage a technique to develop potential solutions will be presented. This includes the ‘six thinking hats’ technique which encourages each participant to take a different role for developing solutions and help choose the best solution. These roles can include thinking more innovatively, or more cautiously, in a more risk-averse manner or in a more bold and experimental way. This is a key part of CBL as it demonstrates how participants do not have fixed roles and are able to change their roles to have different perspectives on their challenges. Solutions should be evidence-based and implemented with an ‘authentic’ (real-life) audience. They should evaluate the effectiveness of the solution and make adjustments, which will deepen their subject area knowledge (Nichols et al., 2016). Within each of the phases there are opportunities for mini-investigation cycles and if necessary, a return to an earlier phase.

Hosting university

University of Stavanger

University of Stavanger

Challenge providers

Energy Innovation AS
NorSea Group