EMOR – E-mobility on the Road Since mobility is about to change radically over the next years and since this will have far-ranging consequences for basically all areas of life, it has become inevitable to deal with this subject in an educational context. The students, who are momentarily in their vocational training to become car mechanics, will be the service partners of the future and therefore will need to be able to handle these challenges in the future. The Gewerbliche Schule Backnang and the Oulu Vocational College have been partners for a long time and share a trustful collaboration as well as the conviction that, nowadays, future-oriented education must be aligned with the ideas of sustainability and internationality. Aims: The basic aim of the project is to check concepts of electromobility that are currently on the market for their suitability for daily use and the potential benefit for the consumer. Therefore, it is necessary to extensively explore the technology, its functions and the chances and risks connected to it. Additionally, influencing factors of any kind must be analyzed. To be more concrete, different climatic preconditions, for instance, could influence the distance an electric car could cover, or the population density of different areas and the existent or non-existent infrastructure could influence the usability of this new mobility. The field of general education will be concerned with the “future scenario 2050”. With the help of this scenario, likely positive effects of rapidly progressing electrification will be compared to an electrification that mostly does not take place. Furthermore, students will explore in how far state-run institutions and responsible consumers can have an impact on this technology. In addition, we will analyze the high relevance that this shift has on the metropolitan area of Stuttgart, an area which owes much of its strong economy to the automobile and supplier industry. Participants: Two classes from both schools will participate in the project with twenty students each. The students are trainees to become car mechanics. Additionally, the students will be accompanied by four teachers in mobilities. The project is laid out for a period of three years. This way the students are given the possibility to follow the project over the entire duration of their vocational training. Description of activities: Concerning the organization and the subject matter, the project is separated into six work periods: 1. period (01.09.2017 – 01.02.2018) 2. period (02.02.2018 – 30.07.2018) 3. period (01.08.2018 – 01.02.2019) 4. period (02.02.2019 – 30.07.2019) 5. period (01.08.2019 – 02.02.2020) 6. period (02.02.2020 – 30.06.2020) During these six work periods, five transnational project meetings and four short student exchanges will take place. Methods used to realize the project: Methodically, the project’s approach is directly derived from the basic functions of human life, like for instance living, housing, working and participating in traffic. These functions are correlated to certain action fields and further implemented into the EMOR curriculum and its learning and teaching environment. Overall, there are nine action fields, which are divided as follows: 1. Automotive engineering e-mobility 2. E-car charging infrastructure 3. Power infrastructure Smart Grid 4. System- and structure integration 5. Production processes and systems 6. Environment and energy 7. Smart services and internet services 8. Business and financial services 9. Urbanization and mobility Anticipated results: Students will be educated on future concepts of mobility over the entire duration of their apprenticeship. Moreover, mandatory country-specific EMOR-curricula as well as EMOR-E-learning-tools will be developed. Furthermore, we expect students to improve their language skills enormously and to develop a sensitivity for international and global correlations and challenges. Finally, we expect all participants to considerably improve their IT-capabilities. Potential long-term benefits: Even after the end of the project, the results will be available and reusable. In order to achieve this, several databases will be established and a publicly accessible Wiki with the project’s results will be generated. Besides, during the process and following the process, there will be publications in the print media and on several pertinent websites. Additionally, a blog will be developed alongside the project.
The basic goals of the project were, according to the action fields, to get to know the influences on the personal ecological footprint, future forms of mobility and modern drive systems. We started by checking the electric mobility concepts currently on the market for their suitability for everyday use. Specifically, these are, for example, the effects of different climatic conditions on the range of an electric vehicle, as well as the differences in the usability of this mobility with very high or low population density and the associated effects on the existence of the corresponding infrastructure. In the area of general education, various future scenarios were used to compare the effects of rapidly advancing electrification with the effects of a largely non-existent electrification. In the course of the project, two focal points were created that determined the selection of activities. On the one hand the vehicle technology with all the upcoming changes and on the other hand the climate-neutral energy generation. In this context, we undertook test drives and got to know possible future technologies. But also visits to a so-called Smart City and various power plants to gain an understanding of the possibilities and limits of environmentally friendly energy generation. The students worked on the fields of action described in the application throughout the entire project. As far as possible, the documents created are attached in the appendix. Even after the end of the project, the results are available and can therefore also be used by others. For this purpose, several databases were created and the content made available to teachers in both schools. In addition, the process was followed by a publication in the print media and on several relevant websites. Blog entries were also created to accompany the project. Ten students from both schools took part in the project. These were trainees to become automotive mechatronics technicians. In addition, the students were each accompanied by three teachers. Our organization was designed in such a way that the students can accompany the project throughout their entire training period. So despite the change of school, we managed to get everyone to participate in the project from the beginning to the end. As a result, a clear improvement in the language skills of the students could be seen as well as a sensitization for international and global contexts and tasks. However, for organizational reasons there was a change on the part of the Finnish students, which however had no relevant impact on the course of the project. During the duration of the project, a total of four transnational project meetings and three short-term exchanges of school groups took place due to the corona.