As the transportation sector accounts for approx. 30% of energy consumption in Germany, a gradual increase in the number of electric vehicles (1 million should be operating by 2020) can make a significant contribution to road transportation sustainability. We need to plan and construct multi-functional infrastructure corridors to accelerate the introduction of electric vehicles. These not only include the actual transportation infrastructure, but equipment for obtaining energy (solar power units and wind turbines) and the necessary recharging systems (charging points, places and lanes). Zwickau University of Applied Sciences has conducted a feasibility study to mathematically calculate the technical design criteria and energy balance (energy requirements/output) along a section of highway, depending on the electric car quota, the section’s parameters and various energy generation scenarios; this involved driving simulation and real driving experience. The experiment results clearly show that, when designing transportation infrastructure, it makes sense to plan so-called multi-functional infrastructure corridors, which enable independent energy production, parallel energy distribution through cables and directly supplies from the recharging infrastructure. The real transportation infrastructure must develop from a simple to an intelligent roadway. The road standards must take into account the new requirements for alignment and cross-section design. Zwickau University has developed a new methodology for planning and designing multi-functional infrastructure corridors. It generates them with computer support, taking into account points of constraint. Genetic algorithms serve as the mathematical model. Pilot scheme results show that it will be possible to transfer this process to engineering offices in the near future.

As e-Learning is now widely used in many countries and for many purposes, universities have also utilized e-Learning for effective teaching and learning, including Thai universities. Effective delivery of e-Learning is therefore an ultimate goal for teaching and learning in an e-Learning environment. More importantly, the impact of Mobility on e-Learning should not be overlooked, as it may provide possibilities for learners to learn without the limitation of presence and time. This study surveys teachers of the e-Learning Professional Certificate Program, one of Thailand Cyber University (TCU)’s flagship e-Learning courses, for their perspectives in Mobility and e-Learning Delivery Methodologies, particularly in the Integrative method as described by the North Carolina Cooperative Extension Service. Results have divided the Delivery modes with the application of Mobility into two groups. As a result of this study, the Integrative Delivery modes of twenty-two choices that have been preferences among fourteen TCU experts include a Discussion Group, Forum, Brainstorming, Conference, and Buzz Group. In the TCU experts’ point of view, to carry out e-Learning classes, it is important to motivate the passive learner to participate actively and to have the learners more interact more and have more mobility in sharing opinions and participating. While mobility may improve e-Learning delivery in many aspects, physical contact may still be needed for some modes, such as Personal and Office visits.