Completed Projects

Our completes projects:

Here you find our completes projects; sorted by end times:


A Learning Platform for Industrial Training and Education Within the Chemical Industry

At a first glance, you see a chain of linked gears with different sizes. At a second glance, you notice that the first left-most turns very quickly. From left to right, the speed decreases rapidly. The third large gear has no visible movement. What is happening here? The first gear rotates once per second. Through mechanical translation, the second large gear is rotated once for every ten turns of the first one. The third large gear will rotate only when the one in front has rotated 10 times. The fourth gear needs 104 sec = 2h 46 min 40 sec for a rotation. Each gear needs 10i-1 seconds for one turn, where i is the position of the gear. Take a look at the last gear position 13. This in one needs more than 32.150 years to rotate once.

This very demonstrative example is included in the learning module on calculating powers from an educational series about basic mathematics. It has been developed and implemented together with many other modules within the DAWINCI project. Knowing the mathematical basis and how to work with it is required for all chemical professions. The topics of general chemistry, measurement techniques, presentation and communication skills are also needed. Their basic knowledge and skills form the foundation for any chemical profession. Therefore these topics are a cross-section of all qualifications in the chemical industry.

The project “Transparency for Industrial Training and Education Within the Chemical Industry” (in short DAWINCI) deals with the development of a concept for competence-based teaching in the chemical industry professions (chemical technician, chemical lab technician, foreman chemistry and bachelor of chemistry). The subjects have been selected by a consortium of the University of Paderborn (the workgroups of Prof. Keil and Prof. Schaper) and training facilities within the chemical industry (ChemKom e.V., Creos GmbH, Infracor, Provadis GmbH, Wolfgang Industrial Park GmbH) by identifying basic topics as well as cross-section topics.

Using this model, the project partners can examine whether the learning goals of the learning modules as well as the educational regulations can be mapped onto competences and competence levels according to the DQR (German Qualifications Framework). With the help of an editor tool, individual learning modules can be integrated into courses on specific subjects. Each learning module consists of the learning content as a WBT (Web Based Training), scripts for trainers and learners, the trainer manual and a learning objective description with an associated competence-classification. A tool to support instructors when mapping competences is still under development. With its help, previous experiences from trainees that participated in an on-the-job training can be recorded. These competences and the ones of the learning modules are collected and managed in an e-portfolio within the learning platform.

Within the DAWINCI project, Prof. Keil’s workgroup is responsible for the development and maintenance of the learning platform, the administration of the competence-based learning modules and the competence orientated e-portfolio.

Mechanical construction for illustrating power calculation

Conceptual and visual knowledge structuring

Possibilities and Limits of Combining Conceptual and Graphical Knowledge Organisation

Under the title "Possibilities and Limits of Combining Conceptual and Graphical Knowledge Organisation: Dynamic Basic Ontologies and Cooperative Semantics" Prof. Dr.-Ing. Reinhard Keil (research group Computer and Society), as well as Prof. Dr. Ruth Hagengruber and Prof. Dr. Volker Peckhaus (both Department of Philosophy, University of Paderborn) initiated a joint project between philosophy and computer science to extend the exchange between the two branches of study.

The objective of this project is to develop computer-based approaches to strategic solutions to the representation of knowledge and to check their relevance in regard to applicability. From an IT-based point of view a foundation for new approaches to the conception of graphical user interfaces shall be rendered, which allows merging basic ontologies and cooperative semantics and thus enhances the possibilities of communication and cooperation in virtual knowledge spaces. At the same time, the concept of the so-called basic ontologies shall be developed from a philosophical dimension. At this, approaches of the mereological part-whole-relation also play a role. As a result of this interdisciplinary cooperation the cooperation-supportive and semi-structured forms of knowledge management shall be recorded by basic ontologies.

At the beginning of the project work an initial workshop was hosted under the title: "Visual and Conceptual Structuring of Action-dependent Knowledge Representation", to which several national and two international experts, namely Barry Smith and Thomas Bittner (both from the University of Buffalo, Department of Philosophy), had been invited. Thematically the workshop offered a wide spectrum from the intersection of computer science and philosophy, which reached from the application of ontologies, e.g in biology and medical science, to the applications of the semantic web and visual and conceptual structuring of knowledge spaces. In addition, semantic positioning, a new research field of the research group Computers and Society, was another focus, which was to be further examined in the course of the project to obtain a detailed analysis and differentiation of the representation and constitution of meaning. That way, the versatile possibilities of graphical presentment and their semantics shall get a consistent relational structure.

In the course of this interdisciplinary dialog an international symposium "Philosophy and Computer Science" is planned for autumn 2008, which, among others, is to deal with the findings made so far in the area of semantic positioning and the connected improvement of knowledge structuring in virtual knowledge spaces.

Contact: Carmen Buschmeyer

Prof. Hagengruber and Prof. Keil during the joint workshop
Workshop poster “Philosophy and Computer Science” in April 2007


E-Learning for vocational education in the chemical industry

Despite numerous backdrops and barriers eLearning has become a standard element in general education as well as vocational training. In the long run learning processes based on e-learning have to be combined with working processes to explore and utilize the great variety of informal learning procedures. The ELCH project is positioned between informal learning procedures and formal learning processes which are based on a defined curriculum and respective courses and lectures.

ELCH abbreviates “E-Learning for chemical professions” and is coordinated by the Weiterbildungs-Stiftung (WBS) of the chemical industry. The goal is to support the educational processes within the chemical industry for professions related to science and technology by providing selected multimedia-based learning materials. Special emphasis is placed on supporting the coaches in training the students during their work in the company.

The modules strongly reflect industrial needs as well as state of the art didactics and are applicable in a most flexible way to allow coaches as well as students to adapt them to their daily needs (in their companies). To accomplish this, a specific learning management system has been developed which will be incorporated – later in the project – into an internet portal through which companies of the chemical industry may obtain reasonably priced access conditions. Learning modules are also designed to support individual learning in a self-organization.

Several companies such as Degussa AG, Höchst AG, Provadis GmbH and Creos GmbH are engaged in the project which is supported by a grant from the Federal Ministry of Science and Education (BMBF) since October 1st, 2006. This grant is currently limited to one year; the research group “Computers and Society” will accompany and evaluate the project according to scientific standards.

Based on our extensive experience especially in designing and implementing learning supportive infrastructures and in the development of web-based platforms complying with the demands of everyday usability requirements, the scientific evaluation aims at ensuring that the actual results will be open to future developments. Consequently, we also help the project members to acquire the respective competences needed to design high quality learning environments. In the beginning of the project we held a workshop providing the developers in the project team with general design guidelines and ergonomic concepts.

Due to the promising results, the grant has been extended by the BMBF in autumn 2006 for another year. The goal of the second project phase is to completely consolidate the learning materials and to introduce cooperative features into the learning platform. The latter will serve to augment informal learning processes and to improve the embedment into the institutional structures of the participating companies used (e.g. security departments, external vocational schools, learned professions). At the beginning of the second phase, another workshop will be organized for the developers this time mediating design principles for implementing communicative and cooperative functions.

The grant for project “ELCH” from the Bundesministerium für Bildung und Forschung (BMBF) is part of a larger funding programme which is called “Neue Medien in der Bildung (New Media in Education)“. This grant is supplemented with funds from the “Europäischer Sozialfonds (ESF, European Social Fund)”. The “Deutsches Zentrum für Luft- und Raumfahrt (DLR)” acts as the project executing organization of the BMBF.

Contact: Prof. Dr.-Ing. Reinhard Keil

More informations:

Supported by:

  • Bundesministerium für Bildung und Forschung, Förderprogramm »Neue Medien in der Bildung«
  • Europäischer Sozialfonds
The ELCH portal with demonstration modules
Explaining working principles using animations and videos
Descriptions containing dynamic illustrations

Contextual Tagging

Identifying new support functions for knowledge work

Today's learning and work processes do require a wide-ranging support of digital media in various forms and uses. For knowledge work, not only learning and working with the help of a computer-based learning environment comes to the fore. Furthermore, social structures, as well as small groups and teams should find an adequate and immediate support in dealing with digital media in their learning environment. Especially in the wake of constantly increasing digitization of life and it's associated increase in data resources, the availability of development functions currently grows in importance. Meanwhile ordering content by categories, classification schemes, taxonomies or ontologies is an already sufficiently well-studied area of research. On a closer inquiry of current Web 2.0 developments and various services, one can however locate a significant increase in the use of keywords, called tags, for structuring various web contents.

Philosophy and computer science

At the end of year 2006 a joint project "philosophy and computer science" between the Department of Philosophy, University of Paderborn (Prof. Ruth Hagengruber and Prof. Dr. Volker Peckhaus) and the research group of Computers and Society at the HNI (Prof. Dr.-Ing. Reinhard Keil) was initiated. It's goal was to develop information technology approaches concerning knowledge representation and to assess its relevance to the application. The results should afterwards be transferred to the concept of virtual knowledge spaces to improve communication and collaboration capabilities within these spaces.

Contextual tagging

As part of this joint project, a research approach to integrate tagging into virtual knowledge spaces was pursued in the research group of Prof. Keil in order to utilize the structure of existing knowledge spaces for generating new tag proposals. Collaborative tagging for categorizing resources has become a valuable technique in many online communities. Using the already given structure of virtual knowledge spaces, it is possible, in addition to generating proposals, to introduce an inheritance of tags that simplifies and accelerates the assignment of tags to objects for users. At the same time the vocabulary problem, i. e. decreasing the use of different words with same meaning, which occurs especially for small groups of users is alleviated. By means of systematically arranged usage scenarios concerning teaching at university the practical feasibility and added values for various user groups working with tagged contents in knowledge spaces were analyzed both from the perspective of students and lecturers. At the same time approaches and design decisions were outlined and discussed to take up problems and issues with a view to integrate tagging into an existing architecture of knowledge spaces. This concept, developed as "contextual tagging", indicates, that only the combination of a free assignment of tags by users and the assignment of additional tags derived from the environment establishes a new quality in knowledge work.

Contact: Carmen Buschmeyer


Cooperative New Product Development

New Product Development (NPD) encompasses all activities needed for driving a product from its first idea to start of series production. Two important inherent characteristics of NPD processes are their high division of labour, as well as their information- and knowledge intensity. New Product Development is not only about Engineering, but can also be seen as a dynamic social process due to interaction and coordination of the different functional departments .(e.g., Engineering, Manufacturing, Controlling, etc.) participating in NPD. One instrument employed for the reduction of complexity in an NPD project, are formal NPD processes. Such formalized processes are a representation of the product development process and describe what has be to be done by whom and when under which (cross-)functional dependencies. Formal NPD processes do not only serve as an instrument for planning, steering and reporting of NPD projects, but also as a discursive anchor - an intersubjective basis of understanding - for the different parties involved in an NPD project. This has been confirmed by contemporary empirical research on NPD.

In order to improve the quality and applicability of formal NPD processes, the koPEP-Project aims at the derivation of a decentralized Community-based approach for a holistic management of formal NPD process management. Within the project, a Wikimanagement IT-platform consisting of different process-oriented Web 2.0 software tools (Wiki, Social Network, File Sharing etc.) was implemented at Daimler Trucks during a development phase of 12 months. Design and implementation of this approach was carried out in close collaboration with Group of Informatics and Society of the Heinz-Nixdorf-Institute. The Wikimanagement IT-platform for formal NPD processes is currently evaluated in a pilot phase at Daimler Trucks. It is expected that this research will add insights to the hypothesis-directed design of Wikimanagement-Systems. Research papers from the project are frequently published on an international level.

Contact: Andreas Oberhoff

Project partner: Daimler AG

Wikimanagement IT-platform for formal NPD processes


Low-Cost Multimedia Organisation and Production

The locomotion project funded by the BMBF under the topic "eLearning services for science" was started in 2006 and successfully completed this July. The project's main goal was bundling (and streamlining) the university wide organizational structures. This also required integrating the diversity of employed IT systems holistically. Support for the knowledge management section of the project was provided by the Heinz Nixdorf Institute. Prof. Dr. Reinhard Keil, of the HNI, and Dr. Dietmar Haubfleisch, the director of the University's Library acted as the appointed leaders of this subproject. Under their direction an IT infrastructure for knowledge structuring within teaching, operation and administration was developed.

The system that supports co-active learning and work ( entered productive operation during the course of the project. Currently it is utilized in over thirty percent of the University's courses, providing electronic support to the teaching process. More than 12000 University members use the koaLA system during the winter term, not only for accessing courses, but also to form self-administrated groups.

In order to receive structural course and student registrations, the system was attached to the module and exam administration systems of the University. This allows teachers to provide not only learning materials within the system, but also to create modern communication facilities like forums, blogs and wikis. Electronic reserve lists and sources of literature from the catalogs of the University's library are linked to courses, to ease access to course relevant literature. In essence koaLA facilitates sharing ideas and knowledge not only within courses, but also in private and public groups that every member can freely create.

In addition to functions supporting the organization of courses and everyday tasks of University staff members, a series of innovative web-based learning scenarios are provided. This is demonstrated for instance by semantic positioning with the medi@rena composer, or discourse structuring tools like pyramid discussions.

koaLA takes advantage of the concept of virtual knowledge spaces for the presentation and storage of its elements like courses, groups, learning units, tutorial groups, blogs, RSS feeds and more. It is based on the open sTeam platform, which is successfully employed in a variety of settings by a range of educational institutions within the region and further projects all over the world.

The research group of computers and society of the HNI will oversee the further development of the koaLA system itself and new related application scenarios. The results of the knowledge management subproject were approved for continuation until mid 2009 by the University's library in cooperation with the HNI and the University's center for information and media technologies. Thus the developed benefits will remain available to all members of the University even after the end of the project.

Aside from its use at the University of Paderborn, The Catholic University of Applied Sciences North Rhine-Westphalia has also adopted the koaLA system in an introductory phase beginning in October 2008.

Contact: Carmen Buschmeyer

Supported by:
Bundesministerium für Bildung und Forschung
FKZ: 01 PI 05013

Learning material can be provided within lecture units to course participants
The koaLA system offers various communication mechanisms, e.g. weblogs.
Prof. Dr. Reinhard Keil presents the project results at the final workshop


System Convergency in Education, Research, and Science

The project "Mistel" is aimed on one hand, at the integration of systems for creating and organising teaching materials and on the other hand for digital document and publication servers. Founded by the Deutsche Forschungsgemeinschaft (DFG, German research association) the project is managed by Prof. Dr. Thorsten Hampel from the Heinz Nixdorf Institute, Ltd. Bibl.-Dir. Albert Bilo (university library, University of Duisburg-Essen), and Prof. Dr. Heimo H. Adelsberger (Business Informatics for manufacturing business, University of Duisburg-Essen). The project started in February 2005 and will end January 2009. Already in charge with the project events, Prof. Dr.-Ing. Reinhard Keil took over the project responsibilities after the unexpected death of our colleague Prof. Dr. Thorsten Hampel.Mistel connects existing and specialised systems to ensure a seamless data- and document flow among single components. Due to this system integration, the user is supported by a continuous assistance in respect of co-operative work and knowledge processes, as well as transparent operation without any media breaches. The integration of such isolated systems, yield to new operative ranges. Knowledge organisation is no longer limited on single systems, rather different systems are integrated to a flexible system infrastructure. Such a system convergence supports continuous and daily use of knowledge management processes.A Thermal shock laboratory was added to provide the system evaluation. This was done in the Technical Mechanics department (LTM) of the University of Paderborn, with support from private lecturer Dr. Ing. Ferdinand Ferber. The results of this collaboration represent concepts of a service-oriented architecture for laboratories, as well as involved service enclosure of an induction heating's functionalities (see Figure 1). Using the interfaces defined in the Mistel project, experimental results can be stored directly in the digital document and publication server Miless. Miless also forms the data basis for course reserve collection of the central universities platform koaLA. Consequently, up-to-date research results from the technical mechanics are immediately incorporated in infrastructures for teaching and learning at the University of Paderborn.The technical project realisation builds on a service-oriented architecture, based on web services. Through the usage of open, established standards and the development of clearly defined interfaces, the example architecture is very adaptable on new system groups.

Supported by:
Deutsche Forschungsgesellschaft (DFG)

Contact: Carmen Buschmeyer


Semantic Positioning

Definition of New Visual Learning Scenarios

Knowledge has become a resource. We live in a knowledge society, we offer knowledge services and we perform knowledge work. Knowledge work nowadays mostly takes place on digital documents, but may still use printed media as a prime source for reading and thus acquiring new information that may be transformed or linked to previously existing knowledge. The same basic processes take place in learning and teaching scenarios. The sharing of knowledge that takes place is directed by the teacher and supported by means of lectures, exercises and documents. The documents may be presentation slides or other reading material, but also the student's homework, essays or even exams. Thus we also understand learning and teaching as knowledge work.

In this sense the desk is the classical place where knowledge work is conducted. Here, knowledge assets are stored, related to one another, edited or created. The top of the desk is used to spread these documents according to a personalized ordering process. What may seem like a chaotic arrangement to others, is a structured working environment for its creator including mental and physical relations. Document arrangements support us in gaining results from the complex net of assumptions and assessments that are formulated in the knowledge worker's mind. Their position may for example reflect the significance for the current working process or the degree to which they have been examined according to certain criteria. Mostly knowledge about these arrangements cannot be conveyed or made explicit easily. If a third person invades this working space by "cleaning up" the private structuring is lost and the productivity of the creator stalls.

Documents in virtual spaces can be arranged just like their desk counterparts, but they may also be used cooperatively from distributed places. Efficient communication and understanding of the working process are required for successful results. Making the hidden knowledge of why a digital document was placed in a certain position visible, therefore is what Semantic Positioning aims at. Thus it becomes possible to evaluate a document in relation to multiple contexts indicated by its position, defining aspects of its content. A simple example is a set of objects in front of a gradient between two extreme opinions. If an object is placed close to opinion A, we can assume its contents would support that opinion. Documents need a visible context to describe their relatedness and to make complex statements. As a field of research one of the goals is to identify and distinguish basic ways of visualizing relatedness through position. Last year we accomplished the conception of a framework that defines four mayor types of basic arrangements and additionally describes how mark-ups and combinations of the arrangements can be used to further enhance meaning.

The research area becomes even more interesting when we consider, how a document's position (in relation to others and in front of context structures) can be evaluated by the computer to achieve certain results. In a year long project, supervised by us, a project group of students for example developed a way of graphically assigning tags, by placing documents into three of our basic arrangement types (topologies, mereologies and combination matrixes). The corresponding application is called Medi@rena Composer. Further research towards responsive scenarios is also conducted, where for instance by dragging a document from one box to another, the document is published with certain settings. With semantic positioning defining interesting new graphical and sophisticated learning scenarios becomes easy.

Contact: Carmen Buschmeyer

Currently implemented types of arrangements in the Medi@rena Composer.

sTeam - “Structuring Information in a Team”

Development and Expansion of Community Platforms Based on Virtual Knowledge Spaces

Teamwork is knowledge work and includes all aspects ranging from research and joint processing to transfer and publication. Thereby, different techniques will be employed, which, in accordance with the respective task and team need to be configured exactly. Here, the basic architecture for the realization of virtual knowledge spaces “open-sTeam” turned out to be the ideal basis; not an individual platform is in the centre of considerations, but an extendable ensemble of functions and virtual knowledge space configurations. The following examples illustrate how multifaceted the linked applications become through this.

In Paderborn, in addition to the department of computer science, numerous sections of the faculty of mechanical engineering intensively use open-sTeam for internal cooperation and knowledge exchange. In this context, classical forms of asynchronous communication, such as forums and chat, will be linked with modern wiki-technology and, for instance, applied to documenting/protocolling experiments within a practical course. In university didactics and media studies, didactic scenarios for discourse structuring, as, for example, pyramid discussions or thesis-criticism-replica methods, are applied in teaching with digital support based on open-sTeam.

Since more than two years, the Decision Support & Operations Research Lab of business computing in Paderborn maintains its own sTeam server, having ported the learning management system OpenSMT to open-sTeam technologies. Resulting from the cooperation with NXP Semiconductors in Hamburg, special project management software was developed, which makes particular use of the ability to generate and make available different kinds of access structures to stronger enhance internal cooperation.

In the context of the Locomotion project, a modern community platform has been created, which employs current Web 2.0 technologies and provides them on an integrated level in line with eLearning support. This platform for co-active learning and working (koala) is run by the Centre for Computer Science and Media Technology at the University of Paderborn since October 2006 and is at disposal for all university members not only for special teaching-learning scenarios, but also to spread and systematically process knowledge in the long run.

In cooperation with the research community “Sifa-Langzeitstudie” a special community platform has been developed for the exchange between security specialists and has now been run for one year by the University of Dresden.

The RFID support centre, which is a collaborative initiative between research institutes in NRW, maintains a jointly developed web-based platform, specially adapted to the initiative’s needs. Here, open-sTeam serves to self-administer working groups of different subjects.

Due to these versatile requirements open-sTeam’s capacity to be extended and configured has been enhanced profoundly. In this context, additional modules, such as a chat-applet, calendar, quota-system, extension of search functionalities, extended wiki-functionalities, didactic scenarios, as, for instance, pyramid discussions, thesis-criticism-replica methods, software for the planning of processes, as well as many other components may be installed on the server at run-time. Since the presented community-platforms are based on open-sTeam, these server extensions may also be used for the platforms mentioned above. This way, different core features of online communities can be realized and used in various application contexts.

The increasing number of web applications using open-sTeam as their main architecture shows the success of the approach to use virtual knowledge spaces to support processes of cooperation ranging from WWW-based web content management to mature community platforms. Thus, many of the developments discussed today in the context of Web 2.0 are already available in an integrated architecture.

Community platform for the RFID Support Centre
Collaborative product management for NXP Semiconductors in Hamburg
Cooperation platform for the exchange between security specialists throughout Germany

Unified Collaboration

Working in Virtual Knowledge Spaces

In many areas of scientific research the creation, analysis and presentation of moving images play a crucial role. The low resolution of conventional video equipment, however, is a major obstacle for researchers who either have to accept a low resolution of the images and a resulting loss of quality regarding evaluation possibilities. Or they need to resort to expensive specialized equipment which is neither usable without special knowledge nor available in all settings where video images are needed. Media discontinuities when moving from the laboratory to standard equipment in the office are thus predetermined and result in limitations with respect to editing possibilities as well as the presentation and distribution of videos.

Low resolutions are highly problematic in many research areas. In order to analyze video recordings in social contexts (like, e.g., in teaching and learning settings) researchers must be able to analyze details of facial expressions of individual persons even in videos where more than one person is visible. Similar requirements are made when 3D visualizations of driving simulators, e.g., are to be recorded or transmitted. In this scenario, lighting conditions, among other environmental aspects, need to be recorded in high detail.

In addition to the production and distribution of high resolution video, another research area to be investigated is the support of adequate computer supported cooperative research processes. For that purpose, video streams are to be integrated into the every-day working environment of scientists. The installation of isolated storage and replay systems is not sufficient for supporting research activities since these are intertwingled in manifold ways with processes of cooperation and communication. Thus, video sequences have to be made accessible wherever they are needed and possibilities for distributed editing are necessary. This requires virtual working environments that allow for the replay of video streams and their annotation as well as functionality to generate and compare alternative sequences of scenes (for a visualization with different parameters, e.g.). One crucial question here is how video sequences can be linked to other data independently from their source in a way that the resulting aggregation can be processed over a long time at different locations. Studies of remote usability, multi-media evaluations of class-room teaching, cooperative control of visualization processes and structuring of discourses of video-based content are examples of common scenarios in the Heinz Nixdorf Institute showing use contexts with various requirements and different research topics.

In order to support this "unified collaboration", equipment was provided to support these research aspects. Based on a high-capacity server concept, all services are distributed to different servers and made available to the user via a shared communication server. In addition to audio-chat and whiteboard functionality, an essential enhancement lies in the integration of high definition video streams. Every media service (video conferencing, voice over IP, recording, streaming, etc.) is supplied by a special component that works autonomously and application independently within the network of components. In that way, the media services do not produce load on the existing servers and can be provided by hardware support also to standard applications like instant messaging with video support. The load distribution is managed by software (Xgrid) and is thus scalable with rising demands of computing and storage capacities.

Providing high-quality services independently of hardware and location
The cooperation environment's configuration

Xin Neng Yuan - 新能源

New Energy

Global climate change is now unequivocal as the Intergovernmental Panel on Climate Change points out. Furthermore, the world'’s energy supply is becoming more and more instable. China’s energy demand increases at the same speed as its economy, with coal being the number one energy source. The combustion of this fossil fuel is one of the main causes of the anthropogenic climate change, which could make China the world'’s largest emitter of greenhouse gases by 2010 under a business as usual scenario. The European Union aims to promote sustainable development and pledges to cut down on its greenhouse gas emissions by 20% by 2020 and even by 30% if countries like China follow.

In this light, the Centre for Applied Policy Research (University of Munich), the Heinz Nixdorf Institute (University of Paderborn) and the University of Qingdao are developing an online-seminar to raise awareness of climate change issues amongst future Chinese decision makers and to show the potentials of renewable energies and measures for energy efficiency, and furthermore give them a deeper understanding of the European Union. Core element of this seminar will be an online simulation of sustainable energy politics in the European Union. The simulation will be guided by German, English and Chinese online tutors on a peer-group education basis and will provide a chance to form decisions on the EU’s climate and energy politics taking the role of an European politician.

With support from the International Office of the German Ministry for Education and Science two pilot seminars were conducted in Quingdao in October 2007  to test the seminar’ structure and approach and to initiate further implementation. This was realized in cooperation with the Quingdao University of Science and Technology with approx. 60 Students from the economics faculty and the Chinese German Technical Faculty (CDTF). Following a general introduction to  climate change and energy issues, students tested the simulation method and discussed their point of view according to their function within the simulation. Following the on-site seminar the subsequent phases will take place in an online simulation. Corresponding to their assigned function students will enhance their strategy and defend their position, e.g. as a councillor of the EU, against the other parties. That way, an own directive emerges in the course of the dialogue. The technical support will be provided by the Heinz Nixdorf Institute.

In co-operation with the Friedrich-Ebert-Foundation a project workshop  was held in Shanghai with several Professors from six Universities. There, the project and the platform of the project were introduced and possible implementations of the workshop were discussed. In addition to the workshop, the Chinese-German University Preparatory College and the United Nations Environment Program Institute at the Tongji University were visited to introduce the project there and to negotiate further cooperation. Students at the Tongji University in Shanghai shall also get the chance to participate in the seminar and thus become acquainted with the topic of renewable energies and the European decision making structures.

Contact: Carmen Buschmeyer

Project Partner:

  • Oliver Lah, Center for Applied Policy Research, Universität München
  • Prof. Dr. rer. nat. Thorsten Hampel, Department of Knowledge and Business Engineering, Universität Wien
  • Xu Li Xun, Educational Affair office, Qingdao University of Science and Technology
Prof. Dr. Fengting Li, Vice Dean of the UNEP Institute with interpreter, Katja Meyer, Director of the Friedrich Ebert Stiftung in Shanghai, Oliver Lah, University of Munich and Daniel Büse, Heinz Nixdorf Institute (f.l.t.r.) at UNEP Institute
The online simulation game offers more information on climate change