Many personalities. Two campuses. One UAS_BO.

Aims of the project

Our project team has been working since 2018 on researching new types of mobility and energy services. The aim is to develop solution strategies for sustainable mobility in urban areas with novel sharing services and to investigate their potential. Electric mobility has the potential to minimize traffic-related emissions. However, this effect can only be achieved with regenerative energy supply. Energy supply is also an important aspect of sharing services. Employees often replace discharged batteries with batteries that have previously been recharged at a central location, creating additional traffic for the transport of batteries.

Based on this problem, the project will address the following research questions with the help of Problem Based Learning:

What contribution to sustainability can alternative energy supply concepts make?

Which business models can be used to economically implement the energy supply concepts?

Which changes in the mobility behaviour of users can be observed?

How does the use of battery charging cabinets affect the service life of the respective batteries?

How can novel payment systems for recharging batteries be implemented (e.g. block chain technologies or software solutions)?

Problem Based Learning

Problem Based Learning (PBL) is a learning concept in which students are confronted with a real, complex problem in small groups [1]. The goal of Problem Based Learning is the cognitive acquisition of knowledge and the process of understanding itself, towards a step-by-step solution [2].

The Problem Based Learning in the BObby project is based on the sustainability problem of urban transport, especially regarding the insufficient renewable energy supply concepts. Thus, not only technical competences are built up, but also social competences are strengthened by interdisciplinary project work. In addition, methodological competences for independent, critical, reflected and active learning are acquired and students are "[...] encouraged to understand the material more deeply instead of just treating it superficially [...]"[3].



[1] Barrows, H. S. (1996): Problem-based learning in medicine and beyond, in: L. Wilkerson, L./Gijselears, W. H. (eds.): New directions for teaching and learning, 68th edition, Brining problem-based learning to higher education, Theory and practice, pp. 3-13, San Francisco, Jossey-Bass, p. 5.

[2] Strittmatter-Haubold, V. (2016): Problem Based Learning, A Method for Effective Learning Settings in Scientific Continuing Education?, in: Hochschule und Weiterbildung, Schwerpunktthema: Hochschulweiterbildung und Beruf, 1/2016, DGWF, p. 50-55, p. 1.

[3] Strittmatter-Haubold, V. (2016): Problem Based Learning, A Method for Effective Learning Settings in Scientific Continuing Education?, in: Higher Education and Continuing Education, Focus: Higher Education and Career, 1/2016, DGWF, p. 50-55, p. 151