206 Matching Annotations
  1. Aug 2019
  2. Feb 2019
    1. Schools and teachers aiming to adopt new practices must contend with the "geological dig" of previous policies that send contradictory signals and prevent a complete transformation of practice.(

      Identifying a problem of practice extends to the culture of practice. If there is a problem, are there policies or programs in place that work against the desired outcomes? If so, they also need to be changed as part of the solution.

    2. Organizational structures must be redesigned so that they actively foster learning and collaboration about serious problems of practice.

      This means relinquishing some measure of control from the administrative offices. Allowing teachers to identify problems and explore solutions as they see fit provides agency and autonomy.

      This, as PD, is a radical idea in some places (including Elkhart).

    3. Habits and cultures inside schools must foster critical inquiry into teaching practices and student outcomes.

      If we're not talking about how we teach and how students learn, then we're missing development opportunities.

    4. Policies that support teachers' learning communities allow such structures and extra-school arrangements to come and go and change and evolve as necessary, rather than insist on permanent plans or promises.

      Follow up on the immediate goals and allow teachers to adjust rather than expect the same goals to persist over time.

    5. Structures that break down isolation, that empower teachers with professional tasks, and that provide arenas for thinking through standards of practice are central to this kind of professional growth.

      Group settings and strong partnership in between these collaborative times brings two people into cooperation and builds a viable support system for changing practice.

    6. To serve teachers' needs, professional development must embrace a range of opportunities that allow teachers to share what they know and what they want to learn and to connect their learning to the contexts of their teaching.

      Interactive, problem-based (or goal-based?) PD is a good way to engage teachers in the habit of reflecting on and implementing changes to practice. There are tangible ideas to latch onto, which can raise motivation and increase drive for change.

    7. PDSs create settings in which novices enter professional practice by working with expert practitioners while veteran teachers renew their own professional development as they assume roles as mentors, university adjuncts, and teacher leaders.

      See Burbank & Kauchak, 2003, for some of the dangers in this type of setting.

      Though, if it is the core structure of the school, some of the challenges identified in the study's conclusion may be mitigated because all participants are engaged in the process enough to have enrolled.

    8. Effective professional development involves teachers both as learners and as teachers and allows them to struggle with the uncertainties that accompany each role

      This is a constructivist position on teacher PD.

    9. "teacher training"

      See Kennedy, 2005.

    10. The success of this agenda ultimately turns on teachers' success in accomplishing the serious and difficult tasks of learning the skills and perspectives assumed by new visions of practice and unlearning the practices and beliefs about students and instruction that have dominated their professional lives to date

      Change is more than just "doing it differently." It is a serious revision of general practice. Doing this without support is not likely.

    1. What types of knowledge acquisition does the CPD support, i.e. procedural or propositional? •Is the principal focus on individual or collective development? •To what extent is the CPD used as a form of accountability? •What capacity does the CPD allow for supporting professional autonomy? •Is the fundamental purpose of the CPD to provide a means of transmission or to facilitate transformative practice?

      Questions to guide planning PD and designing experiences for teachers.

    2. it recognises the range of different conditions required for transformative practice.

      A single, magic-bullet style of PD isn't the point. Transformative PD relies on methods and mechanisms from various development opportunities. It is up to the participant to make it transformative.

      PD can support and encourage transformation through style and substance. Coordinators/coaches/trainers need to be aware of the end goal and what to include or exclude depending on that goal.

    3. negotiating a joint enterprise gives rise to relations of mutual accountability among those involved’ (p. 81), therefore arguably promoting greater capacity for transformative practice than a managerial form of accountability would allow.

      Collaborative efforts change the frame of the activity and allow for participants to engage more fully.

    4. When the professional activity is collective, the amount of knowledge available in a clinical unit cannot be measured by the sum total of the knowledge possessed by its individual members. A more appropriate measure would be the knowledge generated by the richness of the connections between individuals.

      Knowledge generated is the defining factor. PD with collaborative groups is aways more rich because of the community building expertise and information. No single idea is better than another and all in participation benefit from the synthesis.

    5. there are no requirements for that person to have particular strengths in terms of interpersonal communication or to be trained in the role of supporter.

      This is similar in the US. The common denominator is often subject area.

    6. The mentoring or coaching relationship can be collegiate, for example, ‘peer coaching’, but is probably more likely to be hierarchical

      Mentor teachers are rarely seen as coaches or peers...at least in ECS, there is an evaluative aspect. Or, it's so hands off that the title is perfunctory more than anything else.

    7. Arguably, standards also provide a common language, making it easier for teachers to engage in dialogue about their professional practice.

      Defining concepts and ideas is a difficult part of any PD. Is this different than NBCT standards?

    8. one of the drawbacks of this model is that what is passed on in the cascading process is generally skills-focused, sometimes knowledge-focused, but rarely focuses on values

      Values are set by the community and need to involve leaders. If teacher trainers aren't on board with the values, this model simply delegates the training work.

    9. The cascade model involves individual teachers attending ‘training events’ and then cascading or disseminating the information to colleagues

      "Train the trainer" in the US. Get a core group up and running, allow them to matriculate out into the community.

    10. performance management requires that somebody takes charge of evaluating and managing change in teacher performance, and this includes, where necessary, attempting to remedy perceived weaknesses in individual teacher performanc

      Focused on lack of skill or in efforts to close perceived gaps. Teacher autonomy and choice is low.

    11. What the training model fails to impact upon in any significant way is the manner in which this new knowledge is used in practice.

      Skills are not necessarily taught in context of teaching or locale.

    12. This model of CPD supports a skills-based, technocratic view of teaching whereby CPD provides teachers with the opportunity to update their skills in order to be able to demonstrate their competence.

      Come, learn a skill, show you can do it move on. CPR, CPI, RTI, etc?

    13. These nine categories are then organised along a spectrum that identifies the relative potential capacity for transformative practice and professional autonomy inherent in each, the premise of this being that such conditions require teachers to be able to articulate their own conceptions of teaching and be able to select and justify appropriate modes of practice.

      A comparative spectrum can help classify different kinds of PD for different situations, depending on the goals.

    1. To avoid overload, future development efforts may want to consider the timing of projects and levels of teacher assistance needed to provide adequate support in the classroom prior to beginning projects.

      This is true for all teachers. The level of change or challenge provided by PD needs to be cognizant of how committed teachers already are and provide support if a high time investment is required.

    2. While action research provided teachers with a tool for examining their own practice, the power of action research teaming stemmed from its ability to foster collaboration and professional development through collaborative research.

      Perhaps the focus can be on "collaborative [X]." While this was AR based, common goals in the school can also unite teachers in changing (or examining) methods and habits with students.

    3. Preservice teachers’ uncertainties may be due to their developing understanding of what teaching and professional development entails.

      Even first year teachers can struggle with this because their body of experience which can be used to contribute to a discussion is much smaller than many other staff members' present.

    4. Another inservice teacher reported that action research teaming provided a mechanism for professional growth through peer collaboration, “Research teaming creates a feeling of community and professionalism because teachers learn from one another and listen to each other as experts”

      Leaving space for teachers to contribute in a led workshop allows for true collaboration while the facilitator falls into a facilitative role rather than an instructional role.

      Allowing people to dialog on instructional ideas allows me to feel out the room rather than diving in with my pre-planned notes. Adjusting on the fly can help ensure everyone's needs are met much more effectively.

    5. Other veteran teachers noted that action research teaming increased their awareness of student learning.

      Discussing results after trying something new can help illicit insight. Talking with one another in PD is important!

    6. However, when asked if they would be willing to participate in action research teaming in the future, preservice teacher candidates were more positive (x̄=6.4)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=6.4)</mtext></math> than their veteran counterparts (x̄=5.8)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=5.8)</mtext></math>.

      Maybe it's that the preservice teachers are more overwhelmed with learning to teach and they aren't a full staff member in the cooperating district, so potential impact (perception) is decreased.

    7. inservice teachers strongly believed action research teaming to be an effective vehicle to improve their teaching practice (x̄=6.0<math><mtext>x</mtext><mtext>̄</mtext><mtext>=6.0</mtext></math>, see Table 1); teacher candidates were less positive (x̄=4.7)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=4.7)</mtext></math> about collaborative action research as a vehicle to change their teaching. Inservice teachers were also more positive (x̄=5.5)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=5.5)</mtext></math> about the potential for collaborative action research for examining views about research than their preservice counterparts (x̄=4.2)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=4.2)</mtext></math>. Both groups viewed the collaboration process as an effective vehicle for dialoguing with their team counterparts, but again developmental differences appeared. Experienced teachers thought collaboration provided an effective vehicle to talk with their teacher candidates about both teaching (x̄=6.2)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=6.2)</mtext></math> and research (x̄=5.3)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=5.3)</mtext></math>. Teacher candidates, while generally positive about the dialogic possibilities of teaming, were markedly less positive about its potential to provide a forum for discussion about teaching (x̄=4.7)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=4.7)</mtext></math> and research (x̄=4.0)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=4.0)</mtext></math>.

      It's interesting that seasoned teachers saw immediate value in this process while preservice teachers didn't. Perhaps it's because of autonomy?

    8. One way to overcome this isolation is to encourage collaboration with informed peers through established frameworks within school communities.

      Perhaps restructuring traditional PD to be more longitudinal can help. But, how do I manage so many different teams?

    9. Traditionally, views of beginning as well as inservice teacher practice are typically organized to disseminate a knowledge base constructed almost exclusively by outside experts.

      Am I considered an outside expert? How does a district-level coach fall into the PD structure?

      Perhaps it is defined by relationships...since I know my teachers and I'm employed by the district, I'm a colleague rather than an outsider. But, I don't have my own classroom to try things in, so my advice and training is taken at face value based on my own experiences.

    10. Specifically, professional development must include opportunities for active interpretive processes that examine the complex contexts of classrooms and schools

      Asking teachers questions about practices, even if you're not kicking off an AR project, can be more effective for growth.

    11. When collaboration does take place, it is too often limited to an exchange of daily anecdotes, or discussions of “tricks of the trade” to improve practice

      Sharing tips without background or information on implementing isn't equipping teachers for success.

    12. but unless deliberate attempts to share findings are established, the products of teacher research often remain within individual classrooms

      Does this mean we should focus more on longitudinal AR for PD?

    1. Institutions are far less likely to require training than to offer it. Almost a quarter of institutions (23 percent) don't require professors to do any of a list of eight activities, and the proportion of CAOs saying they required participation in individual activities ranged from a high of 45 percent for self-paced training on the institution's online education technology (learning management system, etc.) to about three in 10 for training on online course design. Thirty-seven percent require instructor-led training on effective online teaching methods.
      • 77% DO require SOME training
      • 45% require LMS training
      • 30% require course design training
      • 37% require online facilitation training
    1. So much of faculty development is one-size-fits-all andarranged according to preset schedules and locations - and by doing so, will consist-ently fail to meet the needs of those whose interests are marginal or different from themajority. Moreover, the understanding of“network”in the institutional sense fails toaccount for the individual level of the Personal Learning Network (PLN) where educa-tors can build connections and relationships that advance their ongoing learning out-side of institutional structures and boundaries

      One-size-fits-all is the perennial challenge of PD (professional development, faculty development)—the demand that faculty as learners must conform to the instruction, rather than bringing their full selves. There have been days, weeks, and even semesters when I felt marginalized (even as campus entities insisted that I wasn’t). The only way through this was the PLN (“my” PLN) that welcomed my whole self into another type of PD.

  3. Nov 2018
    1. Our Sample Professional Development (PD) Activity Collection is designed to serve as a resource to PD providers creating training events both for practicing educators and beginning teachers engaged in induction experiences. In this collection, users will find examples of the ways in which information about evidence-based practices,

      The page has a template, activities, and resources instructors can use to help create professional development courses. Rating: 4/5

    1. 9Annotated List of Current Technology ToolsThese technology tools have been used or reviewed by thepresenters. This is not a comprehensive list, but is a good start when choosing tools to engage the adult learner. Note that some of the tools must be purchased or subscribed to; when possible,the presenters have listed a free alternative.

      This provides a list of tools that may be available to use for adult training's, or within a classroom setting. Many of these fall into the self-directed learning category, as they provide more free reign for the students in an online environment. Also included on this page is a list of various "best practices" and focuses on androgogy. The tools provided are also great for proffessional development sessions or for working with adult students.

      Content Depth: 3/5

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      Ease of Access: 4/5

    1. 10Guiding Principle #1: Focus on the active use of technology to enable learning and teaching through creation, production, and problem-solving.

      This policy brief by the Department of Education, focuses on teaching teachers how to use technology in the classroom. Of particular note is the "Guiding Principles" that focus on best practices for teachers and their students. One key that they focus on is providing "active use" training. This can apply to both the instructors in their professional development settings, and their students.

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    1. 17OFFICE OFEducational Technology2. Transforming Our EcosystemLearning, Teaching, and AssessmentSection I.Engaging and Empowering Learning Through Technology

      This article by the Department of Education is particularly focused on Adult Education and the role of technology in it. Of note is the sections dealing with best practices; these recommendations are given not only to instructors, but educational institutions, educational technology developers as well as policy makers.

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    1. When Each One Has One: The Influences onTeaching Strategies and StudentAchievement of Using Laptops in theClassroom

      Of note in this article is that the teachers received training via the "iNtegrating Technology for inQuiry (NTeQ) model". This model works with teachers to create real-world, problem based lessons that are collaborative. The study then looked at how teachers with these lessons were able to work with students who were presented technology in the classroom for the first time. The study notes positive scores in many of the areas tested. This would be important information to be shared at professional development meetings.

    1. Effects of a Professional Development Initiative onTechnology Innovation in the Elementary School

      This study looked at training teachers in a constructivist modeled approach. They were given specific training on how to build curriculum in a technology rich environment, and compared to educators who were not given the same training. Not only does this article provide evidence of the success of these professional development sessions, but it helps give best practices.

      Content Depth: 5/5

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    1. The Role of Ed Tech and Professional Development in Driving Personalized Learning

      This site provides a selection of webinars on a variety of topics, ranging from Educational Technology to Assessment and Testing. These webinars, most free, also include a corresponding powerpoint. This may be great for professional development on campus.

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    1. Professional Development for Technology Integration

      Professional Development for Tech Integration. This article would be crucial for anyone that is performing professional development for K-12 educators. It dissects best practices in how to train these individuals. It goes through pros and cons of a variety of practices.

      Content Depth: 4/5

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    1. Professional Development

      This source from the National Education Association (NEA), gives a variety of STEM Resources, including a section based solely on professional development. The article titled, "A Compendium of Best Practice K-12 STEM Education Programs" includes 38 different programs that could be used in a K-12 classroom.

      Content Depth: 4/5

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    1. Classroom

      This site pulls together articles working with a variety of topics, such as Blended Learning, and is a great tool for professional development at the K-12 level. It has sections based on particular states, tips and tactics, videos, etc. that all offer important and current information on best practices in bringing educational technology to the classroom.

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    1.  Search Education

      This site includes live webinar trainings as well as Lesson Plans to help assist a teacher who is bringing technology into their classroom for the first time. The webinars are great, though for a new teacher the lesson plans are ideal. Not only do they allow for ease of access, but they are generally light and entertaining for the students as well. This would be great for a professional development session.

      Content Depth: 3/5

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      Ease of Access: 4/5

  4. www.nationalcollege.org.uk www.nationalcollege.org.uk
    1. ANDRAGOGY: AN EMERGING TECHNOLOGY FOR ADULT LEARNING

      This article discusses the foundations of technology for adult education and the development of andragogy. In particular, it notes that adult learners need to be self-driven and self-evaluating to constantly be a part of their own education. This would be valuable in working with adult students, or in preparing for a professional development of adult educators.

      Content Depth: 5/5

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      Ease of Access: 3/5

    1. ISTE Standards Students

      The International Society for Technology in Education standards for students give a great benchmark for how educators should be integrating and their target goals for students. These would be valuable as a part of professional development for teachers on campus.

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      Ease of Access: 4/5

    1. Arizona Adult EducationCollege & Career Ready Standards Technology

      Educational Standards to be used for Adult Learners. This gives a great run down of the standards adopted in 2011 by the Arizona Department of Education for Adult Education. They include indicators that would be vital for anyone working in this field, and would require constant professional development to stay on top of.

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    1. Technology Toolbox for the Adult Education Instructor

      Webinar that deals with professional development for the adult education instructor. In particular it is looking at online tools that provide assistance in an online environment for testing, quizzing, articles, and a plethora of other tools to assist the students in this class. It is provided by the Coalition on Adult Basic Education, and is around ninety minutes long, providing a slew of useful tools.

      Content Depth: 3/5

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    1. Definition of Flipped Learning

      This site provides a wealth of information on creating a "Flipped Classroom". This could be used in both a K-12 setting as well as an Adult Learning environment. The site itself is a wealth of knowledge on this particular topic, including podcasts, newsletters and articles on best practices on how to use a flipped classroom in today's technologically advanced classrooms. This would be great for professional development in both K-12 and Adult Learning environments.

      Content Depth: 4/5

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      Ease of Access: 3/5

    1. ISTE Standards Teachers

      The International Society for Technology in Education standards for teachers is meant to be a guide for educators as they develop their curriculum or train their peers and community members. These standards, in their brief form, are meant to help inform best practices in this development.

      Content Depth: 2/5

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      Ease of Access: 5/5

    1. This study looks at educators needs and proficiency with education to determine best practices. In particular, it identifies that teachers need, and often welcome, increased training in these areas. It notes that hands-on technological training for both teachers and students is at the crux of any success that will be seen in teacher growth in this field. It then diagrams what best practices in these trainings can look like; focusing primarily on a K-12 environment.

      Content Depth: 5/5

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      Ease of Access: 4/5

    1. Resources

      This site, P21, works with every individual who is involved in education; from parents and teachers, to policy makers. It provides resources, professional development and a myriad of other services to assist in education for the 21st Century. Of particular note here is the connection between education and business that is highlighted throughout the site. This could be useful as series of tools for professional development on site.

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  5. Sep 2018
    1. The moveBW project offers drivers an attractive option that links motorized personal transport with alternative modes of transportation. An easy-to-use mobility assistant on your smartphone helps you choose a mode of transportation and reliably guides you to your destination. Users of the mobility assistant can book different types of transportation – yet receive just one bill that lists every mode booked during the past month. To plan intermodal routes, the mobility assistant considers services such as public transportation, car sharing, bike sharing, and parking-space management as well as information on traffic jams and construction areas. MoveBW encourages people in the greater Stuttgart area to efficiently utilize all modes of transportation, which eases congestion. This project also aids local authorities in optimizing regional traffic flows.MoveBW is overseen by a consortium of six companies, led by Robert Bosch GmbH: transportation solutions company highQ, parking-space operator Parkraumgesellschaft Baden-Württemberg, TraffiCon GmbH, PRISMA Solutions GmbH, and MRK Management Consultants. The moveBW project began in mid-2016 and will end in late 2017.

      moveBW - mobility assistant for intermodal information, planning routes, and buying tickets

    1. The Service Card for the Stuttgart Services project is the first electronic ticket for e-mobility in and around Stuttgart. In the initial phase of the project, subscribers have been able since 2015 to use the Service Card as an electronic ticket. Marketed under the polygo brand, the project was funded by the German Federal Ministry for Economic Affairs and Energy until June 2016.As one of 40 projects included in Baden-Württemberg’s “LivingLab BWe mobil” e-mobility showcase, the Stuttgart Services project seeks to make access to e-mobility services as seamless as possible for customers traveling in the Stuttgart region, and to supplement them with further citywide offers. The Service Card will not only open up the city’s e-mobility potential; it will also integrate everyday aspects of urban life by serving as a library card, swimming-pool membership card, and payment card.

      Service Card

    1. Stadtinfo Köln (City Info Cologne) is a research project financed by the German Federal Ministry of Research that centres around the collection of various traffic data to be distributed to diverse platforms including the Internet, portable devices such as PDAs and mobile telephones, in-car navigation systems and variable message signs throughout the city. The project was implemented over a four-year period from 1998 to October 2002 by 15 partners in co-operation with the city of Cologne at a cost of €16.1 million.

      Traffic Information

    1. We have this platform built to all those in the areas of "Digital School" and "Digital Media" are interested in a central, national point of contact to offer, on which it is to exchange and cooperate can. In addition, we would like to inform you about the use of IT in the Cologne educational landscape.

      Digital Education Platform

    1. Cologne is one of Europe’s leading medical centres. The health sector in Cologne stands out with a high level of expertise and top-rate cutting edge medicine. The medical fraternity in Cologne is made up of renowned medical experts at the cutting edge of their profession. Many of them have trained abroad and are members of national and international societies, chambers and research communities in their various disciplines. Similarly, the therapeutic, nursing and other skilled staff are trained and qualified on the highest scientific level. The profile structure in Cologne consists of 20 hospitals, clinics and highly specialized day and specialist clinics with more than 7,100 beds. The more than 2,200 doctors and 10,000 therapeutic, nursing and other skilled staff offer a wide range of experience, treating more than 300,000 patients every year from Germany and all over the world, on a residential and out-patient basis. The various hospitals and clinics work together in close cooperation. Specialists in various disciplines join together in advising the patient on the best possible treatment in each specific case; it goes without saying that this can also take place in the presence of an interpreter or doctor from the foreign patient’s home country.

      Medical Tourism

    1. As part of the joint project "Innovation Network Morgenstadt: City Insights" under the project management of the Fraunhofer-Gesellschaft for the Promotion of Applied Research eV, the ESRI (Environmental Systems Research Institute) is developing a three-dimensional visualization of the district of Mülheim in cooperation with the City of Cologne. For this purpose, the city of Cologne provides data from the areas of environment, traffic, real estate, urban planning. From this three-dimensional geoinformation system (so-called 3-D GIS model), an app is being developed, which is expected to be available to the people of Cologne in the second quarter of 2015 on the homepage of the city of Cologne.

      Smart urban development in 3-D format

    1. The Cologne-based TÜV Rheinland headquarters is revitalizing its approximately 100,000 square meter business park with ten buildings in Poll. The management of TÜV Rheinland Immobiliengesellschaft mbH & Co. KG has developed an innovative concept with the engineering experts from Drees & Sommer as energy designer, building physicist and TGA planner: In future, there should only be one energy center. All buildings in the property are supplied with heat and cooling via the power grid of the new energy center. For heat supply, hybrid energy sources are used. These consist of the renewable raw material wood, a wood pellet boiler plant, as well as the fossil energy natural gas, gas condensing boilers and an integrated combined heat and power plant. The cold is generated by free-cooling, high-efficiency compression machines and absorption chillers. This can save 30 percent of primary energy compared to today. In addition, CO2 emissions will be reduced by more than 30 percent. The overall concept is modular in design and adaptable for the future.

      Sustainable Business Park

    1. evohaus innovative settlements in general evohaus irq (Intelligent Residence Quartiere) Settlements cover your heat demand primarily environmentally friendly and cost-effective by the sun. The need for heating is already low due to the good insulation of the evohaus architecture anyway. Remaining heat demand is covered by solar power. The solar power drives heat pumps that produce about three kilowatt hours of heat energy for heating or hot water with one kilowatt hour of electrical energy. The settlement gets its heat independent of gas, coal or other fossil fuels. The heat pumps are preferably switched on when enough solar power is generated. Water tanks store excess heat and provide the settlement with sunless times. An energy management system monitors and controls storage tanks and heat pumps. The evohaus irq concept is taking the step from a passive house to an active house: it not only saves energy but also generates electricity itself and uses it with intelligence.

      Evohaus

    1. "Green tires" reduce the fuel consumption of vehicles in urban traffic by up to seven percent (on average by 4.1 percent) and can save fleet operators thousands of euros in costs each year. In addition, these high-performance tires significantly reduce the CO2 emissions of vehicles compared to standard tires. These are the results of a joint tire test carried out by LANXESS, the world's leading manufacturer of synthetic high-performance rubbers for the tire industry, together with energy supplier RheinEnergie. RheinEnergie has therefore decided to gradually convert its vehicle fleet to "green tires". Initially, around 130 vehicles will be retrofitted as part of the usual wear change. For half a year, under real conditions, the fuel consumption of six identical RheinEnergie service vehicles in Cologne and the surrounding area was compared with both "green tires" and standard tires, thus determining the potential for savings. The vehicles with a weight of around two tons had comparable areas of application in the city of Cologne and the surrounding area during the test period. Driver, load weight and tank operations were identical for the vehicles. Over the entire test period, all six vehicles together covered a distance of around 37,000 kilometers. The result: The maximum fuel saving was 6.96 percent and a lower CO2 emission of up to 155 kilograms per 10,000 kilometers.
    1. KVB cycle hire Smart mobility   Smart mobility is climate-friendly, sustainable, space-saving and networked. It relies on diversity and multimodality. The resident of a smart city does not remain loyal to one mode of transport. The result is a mobility patchwork that is tailored to the individual circumstances and that can be configured quickly and easily at any time. Energy-efficient and space-saving mobility has priority here. "Sharing" is smart! The sharing of things and information already establishes itself under the term "sharing economy" and places the function before the property, in order to use existing resources more efficiently. Smart mobility in urban areas is therefore primarily a matter of sharing a networked mobility offer from buses, trains, bicycles and cars. Smart mobility is not just a technological task. Especially in the inner cities, walking and cycling will provide space for quality of life and urban development through active mobility. This is where the bicycle rental system of the Cologne Transport Company (KVB) comes in by closing a gap in the combination of environmentally conscious and mobility-active mobility. The bicycle rental system of KVB stands for an open architecture. It is therefore not a system with only fixed station terminals after the well-known role models from other major cities, because a template for all cases, the complex events of a city can consider insufficient. The system offers users fully flexible rental and return in the street, but also stationary station terminals depending on the available options and needs. The rental terminals cover the entire span between conventional stations and purely virtual stations.  

      KVB Cycle Hire

    1. n times of energy transition and scarce resources, the architectural concept of Concrete Apartments Cologne is based on the requirements of the future - it is designed as an energy-saving passive house. This contains • a 26 cm thick external insulation made of rock wool, • triple glazed windows, • optimum recovery of radiated heat from residents and household appliances, • a ventilation system with a constant base temperature of 20 ° C - summer and winter - as well as • a digital control system that directs the use of luminaires and large consumers. Only those who like it even warmer must turn on the heating controller. All rooms are equipped with presence detectors, which automatically switch off lamps, for example, when not in use - this also saves energy. Of course, residents can also make the scheme manually. The energy and heat for the Boarding House creates its own, energy-efficient combined heat and power plant. State-of-the-art technology is also used here: surplus electricity is optionally fed into the public grid or used for the charging station for electric vehicles in the courtyard.

      Smart Homes Cologne

    1. The diesel exhaust gases of the Rhine ships pollute the Cologne air with pollutants and fine dust and the climate with a significant amount of CO 2 . A part of it does not arise during the journey, but while the ships are at anchor. Because their generators must also run to generate the necessary electricity. Here, "Landstrom" provides a remedy: Since 2015, RheinEnergie has gradually been equipping a large part of the moorings along the Rhine with uniform power connections. Consequence: During the lay times the ship diesels can be turned off.

      Landstrom - Smart Energy for Ships

    1. Cycling is active climate protection and pollutes cities much less than the rest of the road. With this in mind, the company has developed and offers cyclists from all over Germany the opportunity with the help of the Radbonus app to receive financial rewards from kilometers driven by countless partners such as health insurances, employers, online shops and many more. The company, which has been operating since October 2015, would like to reward and acknowledge the valuable contribution every single cyclist makes to the environment and to climate protection. " Cyclists are heroes of everyday life for me,"Radbonus founder and CEO Nora Grazzini comments. Born in Cologne, she describes herself as a passionate cyclist and believes in making the world a whole lot better with her business idea. After a distance of 50 kilometers, the first rewards can be erradelt.

      Cycling Promotion

    1. Electric cars are an energy-efficient and potentially regenerative alternative to cars powered by fossil fuels. In order to promote this regenerative alternative, colognE-mobil has already installed 122 charging stations for electric cars (TankE) in and around Cologne, one of which is located on the Klimastraße in the car park behind the Kaufhof. Further charging points will soon be created directly on the Klimastraße.

      Electric Charging Stations

    1. nebenan.de is a free, local platform for building and maintaining neighborly relationships. Get to know, share, help, give, inform, get together - nebenan.de offers neighbors the opportunity to get in touch and to live the neighborhood actively. nebenan.de is with more than 650,000 active users in currently around 5,500 neighborhoods Germany's largest social network for building and maintaining neighborly relations. Any resident can join his neighborhood on nebenan.de or initiate it himself.   nebenan.de offers the comprehensive solution for simplifying and revitalizing neighborly exchanges via the browser or as Android and iOS app.
    1. With evopark, the entire parking process runs without cash or contact. The parking time is recorded digitally. Billing is convenient and collected at the end of the month. Another advantage: With the app you also keep the parking time always in view. If you would like to use the new offer, you can register online at http://www.evopark.de/ . The personal parking card comes within a few working days by mail.

      Evopark - Smart Parking

    1. As well as energy-saving lighting, Smart Home is an important building block for an energy-efficient and comfortable future. With smart homes and smart meters in the network, homeowners and store owners can reduce their electricity and heating costs by an average of 7%! Add to that the great comfort of making the apartment burglar-proof and controlling almost every aspect of heating, electricity or security in the building. So you can control from your smartphone whether the stove is still on at home, a window has been left open, the heating is running at full speed or the light is on. In addition, before the house is on fire, modern, networked smoke detectors report any alarm directly to the owner's smartphone. It can automatically be initiated various steps, such. B. that the fire department is called. In order to test some scenarios and saving opportunities in everyday life and to make known the possibilities offered by these modern technologies, Smart Home applications were installed on the Klimastraße in nine private apartments of the Nippes Tower and in the bookstore Neusser Straße. This was financed by the project Klimastraße or the company RocketHome . In addition, it is planned to equip the entire climate road with smart meters from RheinEnergie.

      Smart Home

    1. Along the Klimastraße, the street lighting was replaced by modern and elegant LED street lamps by the end of January 2014. From now on, about 55% energy and about 5 tons of CO2 are saved. The lighting in the shops and businesses on the Klimastraße is on all business days up to 12 hours on. Therefore, all owners were asked by the project to participate in a retrofit campaign on LED lighting. Even businesses and businesses from Cologne and the surrounding area of ​​Cologne have become aware of this campaign on the Klimastraße. In a temporary action, these are supported by small grants from the project SmartCity Cologne to equip their business premises with LED lighting.

      LED Lighting

    1. Neusser Straße in the district of Nippes shows what a future SmartCity could look like, because a section of the street becomes Cologne's climatic road. There, the most important energy projects are implemented. All facets of climate protection are taken into account: from optimal building insulation and maximum heat efficiency to charging stations for electric vehicles and low-energy street lighting. Klimastraße offers innovative companies the opportunity to test their new products and services in everyday life. If possible, companies finance their projects themselves, promising projects are funded from the project budget of RheinEnergie AG. Companies also gain additional value by exchanging valuable information and innovative ideas with other companies, including at climate road events. For all the enthusiasm for innovation, of course, only technology is used that meets the very strict German safety requirements. In addition, RheinEnergie and the City of Cologne make sure that the high Cologne supply standards are adhered to. For all new projects, safety comes first - technically as well as logistically. That is why not everything changes in the climate route - but certainly much better. The following section deals in more detail with the individual projects.

      Climate Road Cologne

    1. The energy transition presents network operators and energy providers with particular challenges. Both have to deal with an increasing share of electricity from renewable sources in the electricity grid. Wind turbines and photovoltaic systems produce electricity, however, depending on the weather and therefore fluctuating. For a secure supply, it is necessary that electricity production and consumption are always balanced as much as possible. In order for this to succeed, utilities and network operators must always know where and in what quantity energy is generated and consumed. Only then can production and consumption be optimally coordinated. However, continuous metering is not possible with today's metering technology.The solution to the problem is smart metering. In the future, so-called "smart metering systems" will transfer consumption data to grid operators and energy providers. This ensures that they can optimally control the network at any time. The technology is mainly used in households and businesses with high annual consumption.Consumers can access the data at any time. The additional transparency helps them to further increase their energy efficiency and thereby reduce costs. New services provided by energy suppliers are intended to reinforce the positive effects.

      Smart Metering

    1. In the framework of the project "Celsius" we investigate which method leads to the best possible results in order to increase the chances of realization. For this purpose, demonstration plants were built at three different locations in the city. In Cologne-Wahn and Cologne-Mülheim, the heat is extracted directly from the sewer using so-called gutter heat exchangers. The heat exchangers with a length of 60 and 120 meters are installed at the bottom of the canal. The heat transfer medium transports the heat from there to the heat pumps with a capacity of 150 or 200 kW in the boiler rooms of the schools supplied. In Cologne-Nippes, a total of three schools and a sports hall are supplied by sewage heat. Here, the wastewater is pumped through a newly laid, 400-meter-long bypass to the boiler room of the Edith Stein-.Realschule. There, in the largest direct evaporator in Germany (400 kW), heat is transferred directly to the heating circuit of the schools. With the three demonstration plants, an environmental relief of a total of 500 t CO2 / year is achieved. The use of wastewater heat is technically mature and well developed. Nevertheless, this form of waste heat utilization has so far been a niche existence. This is partly because it is still little known, often the necessary information is not available locally, their implementation is relatively complex and requires high investment. Further reducing these barriers is the goal of the Cologne CELSIUS project.  

      CELCIUS - Use of waste water to generate energy

    1. The Cologne-based company Coptr Warn- und Schutzsysteme GmbH has been developing and producing innovative, precise, acoustically-optically smart on-site warning systems for several years.   Whether thunderstorms, hurricanes, extreme heat or pollutants in the air, the warning systems automatically warn and alert people in the open air to get to safety from lightning strikes and other high-threshold, potentially life-threatening weather and environmental hazards.

      COPTR - Digitization of the population warning

    1. The HOOU is a cross-university project, which is supported by the network of the six state-owned Hamburg universities * with the UKE, the Department of Science, Research and Equality, the Senate Chancellery and the Multimedia Kontor Hamburg (MMKH).

      Hamburg Open Online University

    1. District heating is one of the key pillars of our sustainable energy action plan. This plan has been decided by the local parliament in 2008 and renewed in 2015. Our first priority is to cut in half the total energy demand of the city until 2050 and then cover the rest with renewable energy and/or waste heat. To use large amounts of waste heat (e.g. from a waste incineration plant, industry, datacentres …) you need a distribution system, because it is not useable only locally. This is why we want to increase the share of district heating in the city. For the future we see a district heating system which will be “open source technology” – everyone can use the heat and also be a prosumer, delivering surplus energy, e.g. from a solar – thermal plant, to the system. There will not be any longer central DH-Stations but smaller plants and the use of all waste heat sources we can get.

      HotMaps - open source heating / cooling mapping and planning toolbox

  6. Aug 2018
    1. Fast and easy to shop or to go to the city center? This works very easy in Hamburg. With the Park and Joy app, drivers can quickly find, book and pay for free parking spaces - all via smartphone. Parking has never been so much fun!

      Park and Joy

    1. Knowledge transfer at all levels Tutech combines science, business and society We know what is important in technology and knowledge transfer at the interface between university and industry. We speak both languages ​​- those of science and those of companies - and have been successfully combining entrepreneurial and scientific potential for 25 years. Our mission and goal is to create sustainable value through the application of new research results and inventions, and we do so by acting as a consultant, broker, initiator and coordinator at national and international levels. Tutech is a privately organized subsidiary of the Technical University of Hamburg and the Free and Hanseatic City of Hamburg. Together with our sister company Hamburg Innovation , we connect all public law schools of the city as well as numerous research institutions of the Hamburg Metropolitan Region.

      Tutech

    1. In January 2013, the Hamburg Social Impact Lab opened its doors. Since then, it has supported Hanseatic social entrepreneurs in a space of about 160 square metres. Social Impact Start programme scholarship holders receive coaching and consulting here, as well as plenty of further support to set up their social businesses. The Hamburg Social Impact Lab holds many events for interested persons on all aspects of social entrepreneurship

      Social Impact Lab

    1. As a subsidiary of the  Hamburg Investment and Development Bank  , we support innovative business start-ups and young, innovative companies in Hamburg in order to strengthen the startup scene in Hamburg and to contribute to the development of promising companies. For this purpose, we have two ideal with InnoRampUp and the Innovation Starter Fund Hamburg

      Innovation Starter

    1. We turn ideas into enterprises Hanse Ventures is the company builder in Hamburg. We develop our own internet and mobile business concepts, and implement these together with suitable founder teams.

      Hanse Ventures

    1. With the start-up garage, comdirect has consciously decided to focus on founders and their ideas at a very early stage. Thus, for the participation in the start-up garage initially only a basic idea necessary, the development of a prototype then takes place during the project phase in the context of the start-up garage. comdirect invites start-ups to pitch their space with FinTech ideas in the comdirect start-up garage. The ideas are evaluated for their impact and opportunities for the banking and finance industry. We offer intensive support to the chosen start-ups!

      Start-up Garage

    1. Solo self-employed persons are understood to be persons who carry out an independent activity on their own, ie without salaried employees. In the creative industry, there is an above-average proportion of solo self-employed compared to other sectors of the economy. People who offer creative services or products without being hired are faced with particular challenges in practice because they have to deal intensively and permanently with questions of their own positioning, customer acquisition, marketing, target groups, etc. Many of our offerings are tailored to the needs of solo freelancers in the creative industry. 

      Kreativegesllschaft - Hamburg

    1. As an incubator, since 2013 we have been promoting innovative startups from the higher education sector. Our seat is in the Harburg inland port. Our origin lies at the Technical University of Hamburg. Within the scope of the funding program »EXIST-Founding Culture - The Founders' College« we were supported by the Federal Ministry of Economics and Technology (BMWi) for more than five years. Currently we are part of the "beyourpilot" project of the Department of Economy, Transport and Innovation (BWVI).

      StartupDock - Incubator for Startups in Hamburg

    1. The hot. Hamburger ExistenzgründungsInitiative is the first point of contact for anyone looking for self-employment in Hamburg. All the threads of Hamburg's most important start-up initiatives come together here.

      Hamburger Existenzgründungs Initiative

    1. The northern German city intends to increase the quality of top-down initiatives, boosting economic growth and reducing the burden of bureaucracy. Within the course of the project, Hamburg will gather citizen input on such topics as the most popular locations for new playgrounds, as well as the most desirable positions for the planting of new trees in public zones. Citizen’s choice for a tree or playground location made in a map should be automatically supported by the systems feedback function, where the citizen will get information about his or her choice based on the data provided by the system. The data (all available as open data on the transparency portal) for the feedback are, for example, noise mapping, solar potential mapping, current tree population, buildings, legally binding land-use plan, and cadastral parcels for the tree as well as green space, land-use zoning, existing playground locations, public transport network and stations, administrative units, inhabitants per unit for the playground location.

      Smarticipate

    1. What is the transparency portal?The Transparency Portal Hamburg is the information register required by the Hamburg Transparency Act (HmbTG) , by means of which all information required to be published by law can be anonymously researched. It is the central access to up-to-date data and information of the Hamburg administration and provides a search over the full text of all data records in order to ensure easy findability of the searched content.

      Transparency Portal

    1. In the eCulture Cloud, the digital cultural content of Hamburg will be stored in bundled form in the future. Among other things, this cloud offers the possibility of making (private) collections, libraries, image and video archives accessible to the public, even if they can not find a place in exhibitions of the institutions. The particular attractiveness of this project lies in the diversity of the collection contents. Because these are not only composed of historical documents, but also give deep insights into modern phenomena, such. B. in pop culture. In addition, it is not uncommon for creators themselves to start collecting collections or archives according to their personal needs

      eCulture Cloud

    1. CityScopes are interactive, digital city models that analyze urban relationships and simulate development scenarios.They typically consist of model tables and "data blocks" on which information is projected. In this way, complex city data can be illustrated simply and transparently for concrete tasks and experimentally carried out as "what if" scenarios. CityScopes are particularly suitable for group discussions and participation workshops in which both professionals as well as laymen can participate. Multifunctional relationships can be displayed and changed quickly, with CityScopes providing fast visual feedback on potential impacts.

      CityScope

    1. The CityScienceLab of HafenCity University Hamburg is exploring the transformation of cities in the context of digitization with partners from civil society, politics, business and science. It pursues a decidedly interdisciplinary and transdisciplinary perspective by linking technical issues with social and cultural developments (more under Team ). To make cities healthier, more liveable, and more efficient in the future, CityScienceLab uses urban data to develop new tools and digital city models (CityScopes). These new tools allow the visualization and simulation of complex urban developments and support urban actors in the decision-making process (more under Research and Teaching ).The city of Hamburg is the "Living Lab", in which urban change processes are comprehensively researched and developed right down to concrete applications. In addition, the CityScienceLab works in close cooperation with the City Science Group of the MIT Media Lab (Cambridge / USA).
    1. The learning portal of the Center for Education and Training (ZAF) is aimed at the employees of the Free and Hanseatic City of Hamburg. The learning portal of the Center for Education and Training (ZAF) informs you about the continuing education offers of the ZAF and enables you to register online the events. Both the use of the platform, as well as the registration is free of charge for you

      Learning Portal

    1. StadtRAD Hamburg - get on and off! The StadtRAD makes you spontaneous and individually mobile. Whether as a professional, leisure or tourist you experience Hamburg in a special way - very close to the pulse of the city. On many loan stations throughout the city, you have the option to rent a city bike around the clock and return it - as easy as cycling.

      StadtRAD Bicyling in Hamburg

    1. Start into the next Generation' is a project run by the Hamburg authority for schools and training. It was launched two years ago with the aim of improving learning outcomes by using technology in the classroom. Six pilot schools were selected to take part in the project with over 90 classes and 2,000 students involved. Each school was provided with a secure wireless network but was free to choose its pedagogical approach to using the technology. Students were asked to bring a laptop, tablet or phone to school (in 90% of cases they chose a smartphone). The schools were supported with training and with advice on legal and data protection issues (all parents were given a document to sign explaining what the devices would be used for). The Hamburg schools authority also provided a learning platform which gives access to digital materials and allows students to communicate, submit homework and complete self-assessments.

      Start into the next Generation

    1. The integration of Internet of Things (IoT) into skill sets of intermodal traffic management is a big challenge. The results of this study will show the demand of qualification integrating smart technologies in this area of work and it will be possible to transfer these results to forecast future demand in smart cities in Germany, Europe and worldwide, with the help of our partners:

      Smart Research & Education

    1. Smart lighting is situated at a pilot section in the port of Hamburg (Hohe Schaar Street): 4 km long; hosting 102 LED luminaries and 60 sensors. Smart Lighting provides follow-me-light and better safety for pedestrians and cyclists with the same lighting performance. Smart lighting combines detecting technologies of thermal sensors for the intelligent control. System includes Smart Traffic and Incident management: traffic monitoring and automatic incident detection.

      Smart Lighting

    1. The University Medical Center Hamburg-Eppendorf is the teaching hospital of the University of Hamburg and Europe’s most advanced paperless hospital. With about 10,000 employees, the UKE is the third-largest employer in the Free and Hanseatic City of Hamburg. About 2,400 of them are medical specialists and researchers, while more than 3,100 work as nurses and therapists. Together with its University Heart Center Hamburg and the Martini Clinic, the UKE has more than 1,730 beds.

      Paperless Hospital

    1. Apartimentum in Hamburg will be the smartest home in Europe with  44 apartments, all rented for a flat-rate, including all services – powered by Cisco IP technology.

      Apartimentum - Smart Home in Hamburg

  7. www.hamburg-port-authority.de www.hamburg-port-authority.de
    1. e-Mo­bi­li­ty in the port Elec­tric ve­hi­cles are be­com­ing in­creas­ingly com­mon­place in road trans­port. We are also re­view­ing ways of ex­tend­ing e-Mo­bi­li­ty to pas­sen­ger and freight traf­fic in the har­bour area. We are there­fore press­ing ahead with charg­ing in­fra­struc­ture, in col­lab­o­ra­tion with the op­er­a­tors of pub­lic charg­ing pil­lars. At the cruise ship ­ter­mi­nal, we plan to use pref­er­en­tial e-Ta­xis. In ad­di­tion, we are analysing the vi­a­bil­ity of e-Mo­bi­li­ty for our staff.

      e-Mobility

    2. Port Mo­ni­tor The con­trol room soft­ware, Port Mo­ni­tor, al­lows us to keep all the stake­hold­ers in the port of Ham­bur­g up-to-date. A va­ri­ety of in­for­ma­tio­n is cen­trally gath­ered and can also be ac­cessed re­motely, such as elec­tro­nic cards, ves­sel ­po­si­tio­ns, wa­ter level­ da­ta, berths, cur­rent con­struc­tion sites, planned dives and bridge heights and widths. Im­por­tant in­for­ma­tio­n is there­fore al­ways ac­ces­si­ble to all those in­volved on land and on the wa­ter.

      Port Monitor

    3. Vir­tu­al de­pot Truck jour­neys with empty con­tai­ners put an un­nec­es­sary strain on the en­vi­ron­ment. We have there­fore de­vel­oped the so-called vir­tua­l de­pot to op­ti­mise the move­ment of empty con­tai­ners be­tween pack­ing ­companies. The cloud-­ba­sed sys­tem in­forms par­tic­i­pat­ing op­er­a­tors which con­tai­ners are to be de­liv­ered back to the de­pot. The pack­ing com­pany then re­quests these di­rectly. The re­sult: no more un­nec­es­sary empty trips to the de­pot.

      Virtual Depot

    4. Smar­t main­te­nance The in­fra­struc­ture in the port of Ham­bur­g is mon­i­tored us­ing mobi­le end de­vices, such as ta­blets or smart­pho­nes. When con­trolling roads, bridges and tracks, these de­vices au­to­ma­tically send mea­sure­ments to the down­stream IT sys­te­ms, where the da­ta is processed, stored and edited. The aim is to make the main­te­nance ­proces­ses more ef­fec­ti­ve and ef­fici­en­t and to im­prove the qua­li­ty of no­ti­fi­ca­tions.

      Smart Maintenance

    5. In­tel­li­gen­t rail­way point Fre­quently used points on the har­bour rail­way are fit­ted with sen­so­rs that trans­mit da­ta to a cen­tra­l IT sys­tem in real-time. They col­lect a va­ri­ety of data by mov­ing or pass­ing over the switch­ing points and thereby pro­vide in­for­ma­tion about the con­di­tion and wear of the es­sen­tial op­er­a­tional in­ter­sec­tions. The ben­e­fit: we can iden­tify main­te­nance work or re­pai­rs at an early stage, thereby avoid­ing down­time.

      Intelligent Railway Points

    6. Shore power from re­new­able en­er­gies Thanks to a land­side cruise liner power sup­ply sourced from re­newa­ble en­er­gi­es, we are sig­nif­i­cantly re­ducing the en­vi­ron­men­tal im­pact in Ham­burg. These ocean-go­ing gi­ants are sup­plied with elec­tric­ity via a trans­former ­sta­ti­on and mo­bi­le trans­fer mech­a­nism at the Al­to­na cruise ship ­ter­mi­nal. The di­men­sio­ns of the land­side power plant are unique in Eu­ro­pe. We are cur­rently con­sid­er­ing us­ing sim­i­lar mo­dels in other ar­eas of the port in fu­ture.

      Shore Power from Renewable Energies

    7. Nav­i­ga­tion in real-time  Thou­san­ds of trucks drive through the port of Ham­bur­g every day. To en­sure that the traf­fic flows ef­fici­ently, the HPA com­bines var­i­ous ser­vices and func­ti­ons. Any­one dri­ving around the port ben­e­fits from per­so­na­li­sed nav­i­ga­tion. As well as in­for­ma­tio­n about the traf­fic sit­u­a­tion in and around the port, they also have ac­cess to park­ing and in­fra­struc­ture ­in­for­ma­tio­n, clo­sures of the move­able bridges, as well as the lat­est in­for­ma­tion on im­por­tant op­er­a­tions.

      Navigation in real-time

    8. smart­PORT en­er­gy The HPA pro­motes en­vi­ron­men­tally-friend­ly mo­bi­li­ty and ad­vo­cates re­du­ced en­er­gy con­sump­tion. smart­PORT en­er­gy there­fore helps limit its de­pen­dence on con­ven­tio­nally gen­er­ated power, re­duce emis­sio­ns and save money. It fo­cuses on three core ar­eas: re­newable en­er­gi­es, en­er­gy ­ef­fici­ency an

      smartPORT Energy

    9. smart­PORT lo­gis­tics Thanks to in­tel­li­gen­t so­lu­tions for the flow of traf­fic and goods, the HPA is im­prov­ing the port's ef­fici­ency. smart­PORT lo­gis­tics com­bines eco­no­mic and eco­lo­gical as­pec­ts in three sub-sec­tors: traf­fic flows, in­fra­structure and the flow of goods. An in­ter­mo­da­l Port­Traf­fic cen­tre for sea, rail and road trans­port forms the ba­sis for net­work­ing the flow of traf­fic. In­tel­li­gen­t net­work­ing is a pre­req­ui­site for smooth, ef­fici­en­t trans­port in the port of Ham­bur­g and ul­ti­mately for the flow of goods: op­ti­mum da­ta cap­ture and rapid in­for­ma­ti­on shar­ing al­low lo­gis­tics man­agers, car­ri­ers and agen­ts to se­lect the most efficien­t means of trans­port for their goods.

      smartPORT Logistics