Collaborative Learning Abroad

2016

E-mobility and Smart Cities

Chiba University, Japan
Dresden University of Applied Sciences, Germany-Mobility & Smart Citie

GlobalStudy
ProgramTopic and Research QuestionsEl e c t r o m o b i l i t y i s b e c o m i n g m o re a n dmore important for the development of
future cities and their infrastructure. In the very
near future there will be significant changes
in individual and public transport systems.
B e c a u s e o f l i m i t e d n a t u r a l re s o u rc e s a n denvironmental aspects, several countries are
therefore expected to change their traditional
thinking of doing ‘transport business’. Germany,for example, aims to having one million electriccars on the country’s roads by 2020. In theyear 2016, the global number of plug-in electricvehicles (EV) was set to surpass the landmarkof 2 million cars, thanks mostly to the surgeof the e-car market in China. In addition, theresearch firm Bloomberg New Energy Financehas announced that by 2022, the price ofelectric cars will be lower than that of vehicles
using combustion engines, a situation which will
provoke an electric car revolution that will see
global sales reaching 41 million by 2040 (The
Guardian, 13 October 2016).
he first collaboration between Chiba
University (Japan) and Dresden Universityof Applied Sciences (HTW Dresden, Germany)
took as a starting point these recent changes inthe transport industry, and benefiting from thelocation of this year’s Global Study Program,which was held in Dresden, the program aimed
at considering the challenges associated withthe diffusion of the EV market, and at how these
relate to future imaginaries of urban transport
in a smart-city environment. More specifically,

the participants of this year’s program, had
to consider the topic simultaneously on three
separate levels: 1) learn about the basics ofe-mobility and its current issues, and throughvisits at car factories and research centers,
consider general solutions to not only improve
the technology itself, but to mainly devise
scenarios that make the most of the technology
as it is available right now. 2) think about the
infrastructure that will make these solutions
possible in an urban environment, and consider
also the sustainability of the use of e-cars not
only for individual purposes, but also for the
public transport. 3) implement e-mobility to
the larger concept of smart cities and try to
imagine how Dresden could be transformed intoa smart city in the future through comparisonswith existing smart city scenarios in Japan andaround the world.
imilarly to most Global Study Programs( G S P ) , t h i s p ro g r a m p re s e n t e d s e v e r a lchallenges, which were specific to the theme.

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he biggest challenge was of course thenecessity of constantly having to consider
issues along the three aforementioned levels,
but the program was built in such a way thatduring the pre-course education and during
the main program, lectures by both academic
and non-academic specialists provided several
opportunities to consider this year’s theme frommultiple perspectives. Students were of course
not expected to know all about emobility, but tograsp from among the multitude of information
what concerned them the most and pursue that
direction, until they find a solution with which
they felt confident with.
he second challenge, which, again remains
common to all GSPs, was to achieve
collaboration in an environment, which for the
Chiba University participants was unknown,some of them having traveled abroad for the
first time in their lives. It was not an easytask, but the hospitality of HTW Dresden, thevariety of learning opportunities offered by all

the lecturers, public admnistration officials,
researchers from inside and outside theuniversity, as well as the setting of the city ofDresden, which was perhaps pefectly chosen to
discuss about this theme, greatly assisted theparticipants in their daily group work.
n the end many good ideas were presented,
some of them pushing the borders of ourimagination, but all of them were proof that true
innovation only stems from good collaboration!

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様性への挑戦。それが Global Study Program、略して GSP です。言語や専門の多様な学生が協働学習を行うプログラムです。 今回の GSP は、ドイツのドレスデン応用科学大学で行われました。テーマは “E-mobility と Smart city”。 講義とフィールドワークが凝縮された約２週間のプログラムでテーマについて学び、グループ毎にディスカッションを重ねた上で、最終日のプレゼンテーションを迎えます。つまり、GSP は英語 “ を ” 勉強するのではなく、英語 “ で ” 学問をします。リベラルアーツ型の全く新しい留学なのです。 参加者は、千葉大学から工、理、園芸、法政経、教育、国際教養学部の 1 年生から 4 年生までの20 人、ドイツのドレスデン応用科学大学から 12 人の計 32 人。 言語と専門の違いを前に、どう相手の考えを理解し、どう自分の意見を伝えるか、そんな挑戦が GSP の醍醐味です。共通言語は、社会問題に対する問題意識。多様な意見から社会問題に対し
something new を生み出すこと、それが GSP の挑戦なのです。（鈴木 万葉）2Pre-course

Schedule of activities
Day

Contents				28 AprOrientation, introduction of Dresden by Ariane Heinen (J-PAC student at Chiba U)

12 May8~10 Aug

Safety concerns
Preparation of cultural presentations

5 Sep

Prof. Hayashi: E-mobility in Japan [skype]

7 Sep

Prof. Scherzer: Urban Open space & Mobility: Problems, Trends & Challenges [skype]
Prof. Ueno: Smart cities in Japan

9 Sep
12 SepWorkshop: Unpacking ideas & drafting interview questionnaires
Prof. Dietrich: Aspects of Manufacturing Technology related to E-Mobility [skype]

Prof. Bauer: Introduction to the German language (for ChibaU students)

Final Preparations before departure

Main Program

September
17
18
19
20

24
25
26
27
28
29
30

Departure from Chiba
Arrival of Chiba University students and staff in Dresden
Introduction, Orientation, Cultural Presentations and welcome party
Lectures by city hall and regional administration staff: the Context of Electro-Mobility
ChibaU students’ presentations: Smart-cities in Japan
Lectures by Prof. Hübner & Zipser: E-Cars as part of E-Mobility, & test drive
Fieldwork at Porsche & BMW, visit of Monument to the Battle of the Nations in Lipzig
Lecture by Prof. Becker: Preference of E-Mobility with ecology in mind, visit ofTransparent Factory, interview of the public, and workshop to analize interview data
Workshop and mid-term presentations
One-day trip to Saxon Switzerland
Lecture by Prof. Gestring: CO2-footprint & workshop
Fieldwork at Fraunhofer IWS & preparation of the final presentations
Final Presentations, feedback & farewell party
Departure from Dresden
Arrival in Chiba

8 Nov
22 Nov

Feedback by Prof. Ueno
Feedback by Prof. Hayashi & students reflection on GSP

Post-course

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[skype session]3Collaborators
HTW Dresden•

Rector Mr. Roland Stenzel•

Mr. Thomas Himmer•

Mr. Jochen Dietrich•

Mr. Cornelius Scherzer•

Mr. Stephan Zipser•

Mr. Manfred Hübner

•Mr. Ingo Gestring•

Mr. Gunther Naumann••

Mrs. Gudrun Schumann

DVB		

•

Mrs. Ute Wadehn-Peña

SRD		

•

Mr. Budich
Mr. RochFraunhofer IWS

HTW International Office

Mrs. Birgit Mörbe•

Mrs. Juliane Terpe••

Mrs. Kirsten Schellenberger

DREWAG•

Mr. Daniel Kästner••

Mr. Martin Kühn

ENSO		•

Mr. Kilian Völkel

•Mr. Jens Winkler
Mr. Carsten Wald

Chiba University

International Guest House•

Mr. Kōichi Hayashi•

Mr. Takeshi Ueno

Mr. Becker•

Mr. Takei Masahiro

City of Dresden•

Mr. Lars Bauer•

Mr. Hans-Joachim Lange

TU Dresden••

Mr. Frank Fiedler•

Ioannis Gaitanidis•

Mrs. Kerstin Burggraf•

Hiroki Igarashi•

Mr. Axel Wittstock•

Satoko Shao-Kobayashi

SAENA
•

Mrs. Cathleen Kloetzing

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Program Components

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irst of all, the state of the art in the worldand especially in the two participating
countries was addressed through several precourse education sessions and the preparations
by Chiba University students of presentations
on case-studies from Japan. It was therefore
subsequently found that the main challenges
facing electro-mobility today could be grouped
under seven categories: the availability ofvehicles, the cruising range of the cars andthe quality of the infrastructure, the price andsafety of the batteries, the lack of government
support, issues in supply-chain management,
the low public awareness and acceptance of
this technology, and, finally, the environmental
aspects of emobility, especially in an urban
setting. Based on these investigations, four
themes were pointed out among the organizers
at HTW Dresden and the program was then built
accordingly.
he first main theme concentrated ont h e c o n t e x t o f e l e c t r o - m o b i l i t y, w i t hpresentations and discussions on issues suchas urban structures, open space quality andmobility, forecasts and scenarios on mobility in
Dresden, sustainable urban mobility and urban
development. Relevant aspects of problems
and potentials of urban development, integrated
transport systems and electro-mobility weree m p h a s i z e d d u r i n g p re s e n t a t i o n s a n d t h eensuing discussions with staff from Dresden’scity hall and from the state of Saxony.
he second theme focused on e-cars,
i n c l u d i n g p re s e n t a t i o n s o n a n e l e c t r i croad-sweeper project, on hybrid or electricv e h i c l e s ( a c c o m p a n i e d b y e x e rc i s e s w i t he-scooters and hybrid cars at the Faculty ofElectrical Engineering). This subject was further
connected with a field research trip on hybrid
vehicles. It was realized with a field trip to
Leipzig (i-exclusive tour at the BMW plant and aguided tour at the Porsche plant) and a visit of
the “Transparent Factory” in Dresden.
he second week of the program started withthe third theme, which concerned electromobility and supply-chain management, andwhich included a lecture and student-exercise
about CO2-footprint of various transportation
systems. This was followed by the last topic
of investigation: battery issues, which wereconsidered during a visit of the Fraunhofer
IWS Dresden, where a wide range of technicaland functional aspects of e-mobility could be
illustrated.
s it is perhaps clear from the above, during
these field research visits, the program
participants had the opportunity to discover theperspectives of, and subsequently interview themain stakeholders of the e-mobility market: thecar factories, the researchers, the citizens, theenergy providers and the public administrators.
Based on a combination of the knowledge
associated with each of the themes of the
program, with the collection of the varietyof perspectives expressed by the different
stakeholders, the students were then asked to
select an aspect of e-mobility that they wantedt o s ugg e s t im pro v e m e n t s t o f o r t h e ir f in a lpresentations.
he final presentation groups were compiled
so that members roughly shared the sameinterest in regards to a chosen topic, but hadcollected data on different stakeholders. In theend the presentations were arranged so thatthe entire session took the form of a single
narrative, starting with proposals concerning
e-cars, continuing with proposals regarding
e-mobility and infrastructure, and ending witha general plan to turn Dresden into a smartcity. In this way, we returned to the three levelstructure of the original problematic, which now,
hopefully, seemed much clearer.

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様

々な学部からの参加がこのプログラムの魅力であり、GSP の参加条件にテーマに関する専門性は求められません。そのため、事前教育の際に、全員が議論に参加できるようドイツと日本双方の先生の講義を受け知識の足並みを揃えます。事前教育が終わればドイツ・ドレスデンでのプログラムが始まります。現地でも市役所や電力会社から EV・スマートシティに関する様々な視点からの話について聞くほか、工場や研究施設を見学し、さらに市民の声をフィールドワークから得えます。そこから興味のある内容ごとにグループに分かれ、現地の学生とのディスカッションを経て中間発表を行います。先生からのフィードバックを受け、フリーデイ
で現地の学生との交流を図りつつ最終プレゼンに向けさらにディスカッションを重ねます。このディスカッションの多さが GSP の魅力と言えよう。最後に各グループからプレゼンテーションを行い、フィードバックを先生から受けます。事後教育ではパンフレット作成のほか日本の先生からのフィードバック、ドイツの学生・先生とのトピックの今後についてのディスカッションをします。（郡山 知紗）

6Pre-course Education

Studying the Disciplines & Fields
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come up with additional solutions based on ourown ideas. These additional solutions had to berevised several times as they sometimes lacked
originality. Through this experience, I becameaware of the challenges associated with coming
up with new and innovative ideas that can beapplicable to an existing context. We also had
to work on the comprehensibility and esthetic of
the presentation documents. We practiced ourpresentations many times in order to have them
fit within a 10-minute timeframe and ensurethat our message was clear and concise. We
were helped by watching the lectures givenby the professors. These were not only very
interesting, but also served as good guides forour presentations.
learned a lot from these pre-course education
sessions; what I found especially useful was
learning about the importance of how ideas areconveyed and how to work efficiently within adefined timeframe. (Masafumi)e started the pre-course education
sessions for this GSP in May. What we
did during these sessions was the following: 1)
made two presentations—one on culture and theother on electric vehicles (EV) and smart-cities
in Japan and 2) attended lectures, in person
and via Skype, given by Prof. Hayashi, Prof.
Scherzer, Prof. Ueno and Prof. Dietrich, relating
to EV and smart-cities. From my perspective,g o i n g t h ro u g h t h e p ro c e s s o f m a k i n g t h epresentation on EV and smart-cities in Japanwas especially valuable.
o make this presentation on EV and smartc it ies i n J ap an , ever y Chi b a Uni v e rs i t y
student was tasked to search for different
journal articles about EV and smart-cities so
as to become more familiar with these topics.
This was especially helpful because not all
participants were engineering or science majors.
The 21 students from Chiba were from different
disciplinary backgrounds The diversity of thesebackgrounds became useful later, during groupwork. I, myself, a politics and policy studies
major, was interested in how we can implement
policies about EV or smart-cities. It was very
hard for me to learn about the mechanism andproblems of E-mobility.
egarding the subject-matter and contents
that needed to be covered, we were divided
into five teams and, using the information
obtained from our journal article search, we
had to make presentations and offer possible
solutions to existing issues. We also had to

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Pre-course & Main Program

Cultural PresentationOTn the 8th, 9th and 10th of August,
Chiba University students participatedi n w o r k s h o p s t o p re p a re p re s e n t a t i o n s o nJapanese culture. During these workshops,
we created a prototype presentation that werevised and perfected. Through giving thepresentation and the editing process, we wereable to get advice from teachers and feedback
from evaluation sheets from other students.
This process really helped to improve the qualityof our work. (Kohei)

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he cultural presentations were the first“getting to know you” for participants of
the GSP. Participating students in this year’s
GSP from Japan and Germany chose somegreat and unique topics to share useful, mostly
historically or traditionally-based, informationon their respective countries. For example, theJapanese students gave presentations on theshamisen, a Japanese musical instrument, andabout the term mottainai, an old Japanese termthat means roughly “what a waste”—both ofwhich are experiencing a revival in recent times.
The German students gave presentations about
the high-speed highways called “Autobahn”,
German bureaucracy and about drinking habits.
All participants came away with interesting andnew information that hopefuly became material
for the first ice breaking discussions between
students. (Andre)

前教育はドイツに行く約３カ月前から始まりました。事前教育の内容は大きく分けて 3 つ。まず 1 つ目は、「日本における都市の変化とそれによる交通への影響」について学生発表の準備です。これは各自がスマートシティや EV などのキーワードを頼りに論文を探し、グループごとに各自の論文から得た異なる情報を用いて多角的な視点から現代の交通や都市の問題の新たな解決策を模索しました。2 つ目は、「文化紹介」の発表準備です。文化紹介では他の国へ行く GSP の人たちと合同で発表練習をする
機会がありました。文化紹介はただ日本の文化を紹介の情報を提示するのではなく、その文化に対して新たな観点から紹介しました。
３つ目は、外部の先生による都市構造や EV についての講義です。講義を通し、プログラムに参加した全員が持続可能な社会についての基礎知識を得ることができ、ドイツでも有意義な活動ができたのだと思います。講義は Skype を通し Dresden の学生と共に受講することもあり、ドイツに行く前から Dresden の学生と協働学習を行っているのだという意識を持ちました。（村井 早耶夏）

8Main Program, September 20

Lectures on Dresden and SaxonyT

he lectures were interesting and theinformation we got about the general
ideal behind the concept of Dresden’s public
transportation and about its planned future
development was nicely covered, for example:
how they intend to provide energy for e-vehicles,
which are going to be much more common in
the next decades, or how they plan to improve
traffic flow during rush hours—a big problem
right now. My personal highlights of the morning
were the discussions with the presenters fromthe city hall, and listening to the questions asked
by Chiba University students which enabled
me to understand what interested them about
this special topic and how they assimilated theinformation learned through the presentations.
In conclusion, the topics we heard about thatday covered the foundational information of thisarea. I’m sure the contents must have interested
Chiba University students as well because it
was probably all new to them. These lectures
also made me wonder how the city hall in Chibaplans for future development of their area andhow they try to face and overcome similar
challenges. (Patrik)9

Main Program: September 20

Smart-cities in JapanIn the afternoon, Chiba University students
gave presentations on the theme of ‘electricvehicles and smart cities in Japan.’ City Hall
personnel who had given lectures on EV thatmorning were present for these presentations.
There were five presentation groups, and Chiba
University students had been preparing for thisday for about three months. Each team madethe presentation about EV with various ideas
from journal articles which they had sourced inJune. Each team considered EV from different
viewpoints. Some examples of content that waspresented: ‘How can we spread the use of EV?’,‘Relation of EVs and traffic jam’, ‘Correlation
between smart cities and EV’, ‘EV diffusion
policies by changing viewpoints’. After thepresentations, we were given helpful feedback
from the teachers and City Hall members.
Those opinions were helpful for the following
GSP activities, especially the final presentation.
(Nakako)

今回のプログラムの目的は電気自動車をはじめとする E-mobility の普及可能性やスマートシティについて議論することです。その時に大切なことは、自分の視点のみから意見を述べるのではなく、さまざまな人の立場を考慮し、話し合いを行うことです。

そこで、都市の E-mobility に関連する人たちを市役所、研究機関（大学）、市民、自動車工場、自動車会社の 5 つのステークホ
ルダーに分け、それぞれの意見を聞くことになりました。この日は、そのうちの 1 つである市役所の方々の話を聞きました。ドレスデンのトラムやバス等の公共交通機関や 2025 年に向けた持続可能な都市交通計画について知ることができました。プレゼンテーショ
ンの後の質疑応答でより理解を深められたと思います。その後、千葉大学の学生から、事前教育の際に作成したプレゼンテーショ
ンの発表を行いました。日本で実施されているスマートシティの実例や電気自動車に関する日本政府の取り組みなどを紹介しました。
ドレスデンと日本の都市交通の現状と将来に向けた計画、市役所の立場を知ることができた 1 日でした。（小澤 英李佳）

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Main Program: September 21

E-Cars and Test DriveOn September 21st, we had the chance tohave a look at electric and hybrid engines
at the test facilities of HTW Dresden. They hada Porsche Cayenne available which allowed theprofessor to explain the mode of action using apractical example. It was interesting to see how
two types of engines can work together andhow intelligent the systems are. After a detailed
lecture and a lot of theoretical input, we got the
chance to go for a short test-drive with the car.
Unfortunately, the road was not very wide, but it
was amazing to experience the acceleration ofthis powerful engine. We also had the possibility
to try different types of e-scooters. In spite ofsome students experiencing difficulty riding thescooter, everyone managed it and came backin one piece. After we finished the test drives
and had lunch, we met back at the classroom
and talked about the next day. We decided if wewanted to go to Porsche or BMW, and polishedthe questions we wanted to ask to the guides at
the automobile plants. (Florian)11

Main Program: September 22

Fieldwork at BMW & PorscheOn September 22nd, we visited the BMW
and Porsche plants. Both of the companies
have their own policy and strategy. For example,
BMW takes into account environmental
problems. The car materials can be createdfrom used plastic bottles, leaves, wool and soon. Furthermore, the electricity of the plant isgenerated exclusively from renewable energy
such as wind and sunlight. On the other hand,
Porsche introduced their ‘hand-made’ approach.
At first, I thought this system was impracticalbecause the company spends a lot of timetraining employees and spends a lot on laborcosts compared to companies who use robots.
However, in the long term, this is an efficient
way of doing things because the designs ofcars are always changing. In other words, thecar manufacturing process has to be adaptable.
Through this special experience, we learned
a lot of things related to e-mobility and smart
cities and used a lot of the information obtained
for the final presentation. (Hironari)

車の製造過程を見たことがある人は少ないでしょう。２１日には大学構内で実際に電気自動車や電気スクーターに触れ、運転し、e-mobility についてのより具体的なイメージをもつと同時に、研究に携わる教授や研究生にその場で話を聞くことができまし。９月２２日には、２グループに分かれて BMW とポルシェの工場で製品や製造過程を見学。e-mobility には不可欠なバッ
テリーや素材について、また今までの e-mobility の歴史について、実際の物を目の前にして学ぶことができました。自分は文系で、現地での講義にあっても電力効率や材料、力学的な話は理解できるどころが少なく、イメージをもつぐらいでした。しかし、２１日、２２日の活動で、現場に立つ人の話を聴き、現物を目のあたりにすることで新しい興味やイメージを得えました。この活動は、最終プレゼンにむけて、それぞれが自分の目標とするものを捉えはじめ、「自分はどこで貢献できるか」「専門知識に乏しいなら、専門外からアプローチする方法はないか」を具体的に考える良い機会となりました。（渡邉 有哉）

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Main Program: September 23

Fieldwork at Transparent FactoryT

he Transparent Factory was built in 2001 in
the heart of the city of Dresden to introduce
the world to something unique: an opportunity toexperience Volkswagen manufacturing up close,
through the Phaeton. The Phaeton has been
the “masterpiece” of the Volkswagen brand formore than 14 years. The exhibition that is now
open is the first stage in a new direction for theTransparent Factory: its production technology
will be turned into a flexible assembly operation
within the coming years. This means that
Dresden is perfectly positioned for the assemblyo f p re m i u m a n d l u x u r y m o d e l s a s w e l l a selectric vehicles. At the moment, there is a new
exhibition in the Transparent Factory which
is about the future of driving. This exhibitionis separated into five themed areas: electro
mobility and digitalization, driver assistancesystems, the history lane, the innovation lane
and a vehicle exhibition. These exhibits show
visitors exactly how electro mobility works.
Thanks to an interactive, full-size, glass-frame
model of the e-Golf, they can take a close
look at the components of electric drives. The
second area displays the latest driver assist
systems that make driving simpler and safer.
The history lane display covers the roots of the
Saxony carmakers, their progression over theyears and the development of the electric drive.
The fourth area presents the future of mobility.
In addition, the XL1 one-liter car and the cultVolkswagen bus. (Larissa)

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Main Program: September 23 & 24

Interviews and WorkshopOn the afternoon of September 23rd, wewere divided into several teams andinterviewed Dresden citizens. We talked tomany men and women of all ages (e.g. an old
couple, a housewife with her dog, a student,
an office worker on his lunch break, a father
w i t h h i s c h i l d ) . O u r q u e s t i o n s w e re a b o u t
topics that each student had researched. For
example: ‘What do you think about electriccars?’, ‘Are you satisfied with Dresden’s public
transportation?’, ‘Do you know the autonomous
driving system?’ and ‘Would you like to buy
the an electric vehicle in the future?’ Naturally,
not all Dresden citizens can speak English,
so sometimes German students helped withtranslating into English for the Japanese
students. Dresden citizens were very kind andwere happy to answer our questions. Many
teams talked about the information obtained
from these interviews in their final presentations
because the citizens’ opinions are very
important to consider in GSP. (Mitsuki)

９

月２３日、我々はドレスデン市の中心部にある Transparent Factory を訪れた。その名の通り、ここは全面ガラス張りの近未来的な自動車工場で、VW 車の生産工程をガラス越しに見学することができます。ガイドツアーに参加した我々は、館内の展示を見て回りながら過去から現在、そして未来に至るまでの E-car のあり方について色々と説明を受けましたが、これは前日の工場見学とはまた違った形でドイツの自動車生産を知る、良い機会になったと思います。その日の午後は市民にインタビューをするため、各班に分かれてドレスデンの街に繰り出しました。ドイツの学生の助けを借りながら、高校生からお年寄りまで、道行
く人を呼び止めては皆それぞれが用意していた質問を尋ねたのですが、これまでの学生同士の議論では出てこなかったような意見も聞くことができて、非常に参考になりました。現地で生活している人の話を直に聞けるというのは GSP ならではの貴重な体験であり、何よりそうした形で彼らと交流ができたのは嬉しいことでした。また、ともに街を歩いて回ったドイツの学生とも一層、仲を深められた一日でした。（大野 亘児）

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Main
24
MainProgram:
Program:September
Sep 26

CO2 footprinting
Mid-presentations
On September 26th, we were working on
mid-term presentations. We spent a lotof time searching for a good solution for our
topic. In the morning, we were divided by ours u p e r v i s o r i n t o s e v e n g ro u p s . E a c h g ro u p
had 4-5 students. The groups were divided
according to common interests. Peter, Minami,
Yusuke, Saoki and myself worked on the topic
of urban modeling.
e h a d t o f i n d o u t t h e m a i n p ro b l e m sof urban modeling and come up withsolutions. For this topic, we also presented
about a compact city in Japan, for example thecase of Aomori. We compared advantages anddisadvantages of smart cities and how we canadapt new smart cities for electrical vehicles.
We thought about creating compact cities thatare easy to live in and environmentally friendly.
Other groups were busy with other topics. For
example, team 3 tried to find out how we canbetter advertise electric vehicles. The survey
was carried out on local residents. Group 7
dealt with battery efficiency and standardizationof charging systems. Group 5 covered the topic
of autonomous driving. Groups 6 looked at how
we can improve our public transport situation.
They have a lot of interesting solutions forexample: bike or car sharing, ticket sharing,
improvement of payment system and so on. In
the afternoon, all proposals were presented to
the rest of the groups and we received feedback
from teachers. (Max)W

15Main Program: September 25

Break: Saxon SwitzerlandW

e took a small trip which began with a
train ride from Dresden to Schöna, witha wonderful view along the way of the small
villages on the other side of the river Elbe. After
arriving in Schöna we took a ferry to cross theriver Elbe and got to Hřensko, a little village in
the north of the Czech Republic, directly past
the border with Germany. The hiking tour started
along a path by the river Kamenice, through athick spruce forest. We crossed through a pitchblack tunnel along the way. After about one thirdof the way we reached the Wilde Klamm which
we crossed on a small barge with a bargeman
who used a long rod to push the boat acrossthe water. During the cross, the bargeman told
us about the history of the area and the quirkyrock formations. The passage lasted about 15
minutes. After this we continued hiking to Mezna
and then back to Hřensko where we sat down ina restaurant and ate and drank local specialties,
like goulash with dumplings. (Peter)2

4 日・25 日、この２日間は１つの切り替えし地点でした。24 日は中間発表日。私たちは現地学生と共に 7 つの班に分かれました。事前教育から始まり、現地で学び、気づき、考えた知識を発表へと形作る日でした。しかし、プレゼン作成の締め切りは当日正午まで。限りある時間の中で各班は、話し合い、考え協力しながらプレゼンを形にしていきました。そして中間発表。7 つの班が各テーマの発表をします。構想を練り続け、他の班のプレゼンを聞けば聞くほど自班・自身に足りない要素が浮き彫りになります。最終プレゼンに向け、各班の反省や先生方からのフィードバックを踏まえた上で各班、各自の役割や出来ることを考えさせられました。25 日は前日までとは大きく変わり、ハイキングへ行きました。現地の学生・教授と共にチェコの国境へ行きハイキングをしながら国境を超えました。前日までの重圧もあり、皆が東欧の綺麗な林の中を和気あいあいと歩きました。話をする時間も増え、現地学生とお互いについてより深く知り合いました。帰りの電車では、車両の皆で国歌を歌うなど、ドイツの国柄、文化に触れることが出来ました。（久我 和也）

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Main Program: September 27

Preparation for Final PresentationsW

e had a special class on Supply Chain
Management. The teacher asked us‘If you are going to transport your products
from Chiba to Dresden, which means oftransportation will you use?’ There were a lotof alternatives. By sea or air? Which ports or
airports were you going to use? Each group hadoriginal viewpoints and came up with a planfor transportation. We had to consider many
aspects such as costs, days, and efficiency. I
can safely say that this class required us to havevarious viewpoints which helped to broaden ourperspectives. We then visited the Fraunhofer
Institute, one of most famous research institutes
in Europe, where we were presented with cuttingedge technology. They showed us the laboratoryof battery condensers and their equipment
for metal processing. The structure of modern
condensers and its manufacturing processimpressed us and we realized how much battery
technology had improved over the last few
decades. The huge laser for metal processing
was also an exciting thing for us to see. We
had never seen such a huge laser. Its control
technology was brilliant. We had never imagined
we would see such incredible technology, and at
the same time, we realized the challenges facing
EV technology are still many and there are still alot of problems that need to be solved. (Soraya)

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Main Program: September 28

Final PresentationsO

ur work culminated in the final
presentations—the grand finale of ourcollaboration. In this last presentation, topics
were distributed amongst several mixed teams.
We took what we had learned during the pastten days, evaluated our experience and came up
with an outlook for the future. The presentations
were designed to give a comprehensive
overview of our research results even to
someone not familiar with EV or mobility, spiced
up with some “what ifs” (with more or lessserious suggestions to build batteries into every
spare space of a car, even into rims and tires.)
With this last, rather massive effort, we not only
applied our collaboration skills one last time, butalso solidified our newly acquired knowledge
and, knowingly or not, prepared our and ourlisteners’ minds to stay interested and informed
about electric mobility. (Alexander)

遠足で束の間の開放感を味わった後、最終発表に向けたチーム編成の小変更と対峙します。困惑や憤りを口にするメンバーもいました。先生方が各チームに何を要求し、自身にはどんな働きが期待されているのか、各自が思いを巡らしました。しかし時間が足りません。提案に確信がもてず、連携や意思疎通に苦心する現実がありながら、最終発表日が目前に迫っていました。自らを絶え間ないプレッシャーに晒す二日間が始まりました。最終発表の直前まで高密度に情報や体験のインプットが続きます。26 日の午前は講義にて SCM や EV 充電系の仕様、物流への EV 利用について学び、午後は ENSO の社員の方に直接質問できる機会が与えられました。27 日の午前はフラウンホーファー研究所を訪れ、リチウム電池の製造過程やローコストな硫黄電池の研究に関して見聞を広めました。両日とも午後は発表の準備に取り組みます。これまでに得た知見を取捨選択し、ぼんやりしたイメージに骨格を与えてオリジナルなアイデアを研ぎ澄ましてゆきます。それぞれが自分らの GSP 参加を意味あるものにすべく、全力を投じました。
その夜はおそらく皆あまり寝ていません。（村松 賢）

18Final Proposals

Team 1: What is EV? The Current State of the Art
We constructed the framework for the topic we were
investigating—Electric Vehicles (EV). We had to include all
general statements from the other groups and answer thequestion: ‘Who should start promoting EV to the society?’
EV offer a solution to reduce greenhouse gas emissions andlocal air pollution, but their market penetration is still low.
The market introduction of EV can be seen as a milestone
in order to reduce the environmental burden imposed by thetransportation sector. We concluded that citizens shouldtake the first step and inform themselves about EV ingeneral. (Luisa)

Team 2: Batteries for EV
Our first idea was to modify the surface of the car body byadding dimples to make use of the Golf-Ball-Effect which
would reduce the air resistance of the car and make it moreenergy efficient. The second idea was about a new type ofcar sharing. This new car sharing model would rely on alarge network of sharing stations, each having spare cars
with fully charged batteries; those customers whose carbatteries run out before the end of their journey, could thenswitch cars without waiting for charging time. The last two
ideas had to do with making use of the empty spaces in cars
for battery storage. (Markus)

Team 3 : Reducing the Price of EV
We proposed several ideas. The first is to remove somefunctions of EV, such as the sound system and the carnavigation system, which consume a fair amount of battery
life, and rely on smartphones to fulfill these functions
instead. The second is to make an EV with a smaller engine,
designed for shorter distances (e.g. 100 km) which would
suffice for work commutes and other shorter-distanceactivities. The third is to offer a network system of locations
where people could stop and easily swap out batteries ifthey need to travel longer distances. We also proposed
ideas to work in collaboration with real estate companies toreduce the cost of EV. (Yoshitaka)
19

Team 4: Autonomous Driving

Our presentation first introduced the technical and ethicalissues, such as hacking and critical system failure, andaddressed the questions of ‘Who is responsible for accidents?’
or ‘Who should be helped first if an accident occurs—thedriver or the pedestrian?’ Furthermore, we introduced a system
for implementing autonomous driving. In short, the first stepshould be the testing of autonomous vehicles under ideal
circumstances, in a controlled environment, until it is determinedthat they operate in a relatively safe way. The last step shouldbe the introduction of autonomous vehicles in cities. Some cities
have complex infrastructures, extremely high traffic density andhigher risks of unpredictable occurrences. (Paul)Team 5: Along with Your Life
We discussed how to increase the number of users of public
transportation by 1) rewarding users of public transportation and2) expanding the function of public transportation. To achieve
the first objective, we suggested three ideas: consolidate
public transportation of several companies to provide a unified
e-card, adaptive public transportation lines and reward theconsumer. To achieve the second objective, we proposed two
ideas: holding day-to-day activities on public transportationand offering a space for citizens to hold special events inside
the public transportation vehicles (e.g. NPO or NGO events)
and children draw pictures of their ideal city and use them todecorate the outside of trams. (Maoko)

Team 6: E-Mobility and Aging Society
To illustrate a fictitious scenario, we described a day for
grandparents who live in a city near Dresden. We envision these
grandparents using a LAC (Lonely Autonomous Car), whichenables them to travel by car to meet their family. The LAC issignaled through a smartphone app. Once on the e-highway,these grandparents can connect to a road train. Once attachedto this train they can charge their LAC’s batteries and saveenergy. The truck is connected to an overhead cable but havealso a battery for overtaking. When they arrive at their destination
along the Elbe River, they take out a foldable e-bike stored in the
LAC and go for a bicycle tour with their grandchildren. (Mose)

Team 7: New Smart City
We came up with a definition for a new smart city, which includes
six elements: energy, wellness, facility, mobility, security, andcommunity. To realize this, we proposed to connect Dresden andneighboring cities in a more efficient manner so as to ease traffic
congestion from uneven population distribution. In the central
part of the city, there would be a multi-purpose, commercial
facility—a type of collective establishment. The first floor would
have spaces for commercial activities. The second floor would
have spaces for events and relaxing. The third floor would be theliving space. Open spaces in the areas that include Dresden andneighboring cities would be used to cultivate crops and produce
renewable energy. (Yusuke)
20

Participants

Ken Muramatsu
It was a turbulent program. I had to interpret a large

Alexander Lanchev

quantity of information every day. There were feelings

I didn’t expect to have such an opportunity for thisof irritation and accomplishment mixed in. I cameinternational exchange program. I hope that future

to appreciate the difficulty and wonderfulness ofstudents will have a similar chance to take a peekcommunication.

outside their usual boundaries.

Kohei Watanabe
André Hartenberger

I was really helped by my fellow students as well as

This program taught me a lot about different aspects

many others. I couldn’t have made it through thisof electric mobility. It also helped me to understandprogram without their help. Hopefully, I will become

the overall situation, beyond batteries. We also had

more ambitious than before.

very interesting field trips.

Kenta Someya
Chisa Koriyama

I learned it’s easy to push my ideas but it’s also

I experienced difficulty in conveying my ideas andimportant to listen to others’ ideas and to try andmatching them with others’ ideas. I can say that thiscompromise. I feel I can do more for something related

program was a great experience and I want to maketo this GSP topic. I’ll think about what I can specializeuse of what we learned.

in in the field of environmental issues.

Dirk Wetzig

Larissa Wurster

This was my first time participating in such a program.

GSP was a great experience and I had a lot of fun with

It widened my view of how to approach working in an

the whole group. Furthermore, I think that I learned aintercultural context, with people from different fields.

lot during the program, for example how I can workwith people from another culture. I hope that we all

Erika Ozawa

meet next year in Chiba.

By studying with German students, I became familiar
with different ways of thinking and I can understandLuisa Bahmann

the importance of listening to others’ opinion.

All in all I can say that I made new friends, improved
my English, strengthened my self-confidence andFlorian Concepcion

learned how to deal with problems in communication—

I was very happy to participate in the GSP and

so I think this program was a great success.

can take a lot of new skills away with me. Also, itchanges my way to think about the possibilities to use

Maoko Hirata

alternatives to my private car.

When we made the presentation, we had to argue witheach other and sometimes I felt frustrated because I

Hironari Arima

couldn’t articulate my opinion with accuracy. However,I realized that I could not tell German students what

this experience made me stronger.

I really want to say by only looking up the word in adictionary. It was important to listen and use/repeat

Masafumi Wakabayashi

the words or phrases they said.

This was a wonderful opportunity to learn about a
topic from various sources. This program definitely

Kazuya Kuga

stimulated a motivation for lear ning more about

This project changed my values. I acquired a bigger

language and the topic in question.

thinking scale and a more nuanced point of view. This
project is a turning point in my life. “He who moves

Markus Baumgardt

not forward, goes backward.”

The whole program was very interesting. But wesometimes stuck too much to the timetable and there
was not enough spare time. Yet, all the fieldtrips toBMW, etc. were very interesting.

21

Max FertichPeter Matthes

It was a very nice experience. It was interesting to

It was a very nice experience to participate in thislearn some new information about E-Mobility andprogram, to meet and work with Japanese students on

about other kinds of science. I would, of course, like

presentations. I learnt different things about e-mobility

to take part in the next program.

and smart cities. I would participate again in thisprogram, particularly in Japan.

Mayo Suzuki
I have some regrets because I felt my performance

Saoki Yamabe

could have been better. But, I was able to identify

This program gave me moments of frustration whensome of the difficulties and I will work on overcoming

it came to speaking English and experiencing somethese gradually. I would like more occasions like thesechallenges with cooperation. But it also gave me

to improve English skills and other abilities.

moments of fulfillment. I want to try GSP again!

Minami Sato

Sayaka Murai

I think I have to study English more. It was very hard

I was inspired by the workshops with students

to say my opinion during some discussions. So, it tookin Germany. I am not good at speaking English.

long time to make the presentation. But, I was glad

But I feel it is important not to give up and try towhen I could get through to students from Germany.

express my idea again to be understood.

Mitsuki Ueda

Soraya Shizumi

Discussion was sometimes difficult, but I felt pleasure

I obtained great benefits from GSP. The high-level

when we were able to share our feelings. This wasstudies about batteries and the visits to car factories

a valuable experience and I am very grateful for the

motivated me to study more about technology andwonderful encounters. Thank you & Danke schön!!

challenge current problems using “flexible thinking”.

Mose Kreher

Wataru Ono

I had imagined the GSP program differently, my

Joining GSP was a meaningful experience, cooperating

expectations were exceeded in a good way. The focus

with foreign students and discussing problems in

was on social interaction and the development ofEnglish while working toward the same goal. What I

working methods pleased me greatly.

experienced was wonderful and unforgettable.

Nakako Watanabe

Yoshitaka Matsumura

l t i s i m p o r t a n t t o b e a b l e t o e x p re s s w h a t o n e

I joined GSP for the second time, but this wasdoesn’t know with clarity. This is fundamental tocompletely different

communication with anyone.

Sometimes I noticed different ways of thinking andfrom the previous one.

how to use time. This was an interesting experience.

Patrick Praas
On the whole it was fun experience, but some of

Yusuke Matsue

the lectures weren’t so interesting. The group work

It was a valuable experience for me. The last

was the best part and I liked the overall working

presentation, accepting others’ opinions helped toatmosphere. Furthermore, it was quite interesting tocome up with new ideas. I couldn’t convey what I

work with students from another country.

really want to say in English as well as I wanted.

Paul Riehl

Yuya Watanabe

This project was a great addition to my life. I will

I enjoyed participating in group work and helping

never regret having participated in this GSP because I

others by expressing my ideas. This is short-term

learned a lot about E-Mobility and improved my social

program, but I’ve grown up so much during the time. “It

skills. Overall it was a hard but very satisfying.

always seems impossible until it’s done.” I was able tofeel this.

22E-mobility andSmart Cities

Contact
web : http://cie.chiba-u.ac.jp/liberal_arts/gsp.html
E-mail : cireglobal@chiba-u.jp
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