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As we enter into phase 3 of our “Exchange of Good Practices” project, the issues that we identified as key concepts to clarify the use of Learning Games have been elaborated on by our partners.

1. Achieving a better, wider characterization of Games for Learning

in order to move to a broader, more precise understanding of games in the area of learning that the conventional definitions of a game activity does not cover. Considering that adult education in itself is widely considered different to the general praxis in education, we assume that such differences will have to be reflected in the characterization of Games for Learning as a new learning approach.
Ilka Birova who has taken the lead to develop this subject is a lecturer in Russian Language at Sofia University and has produced several papers about Games in Education. (links)

2. Establishing standard evaluation parameters.

Evaluation parameters are critical to understand performance.
We have a variety of methods reflecting the approach to education that every society has. For some years now there is a global trend to measure education performance, e.g. through PISA.
Such trend has encountered some skepticism particularly from educators, facilitators, and trainers who would like to distinguish between and promote both personal development and the acquisition of skills where possible.
Nicola Whitton and Sarah McNicol of Manchester Metropolitan University has a career in games developing, covering the whole spectrum of education and will make the central proposals on this point.

3. Understanding the interactive Contexts of a Learning Game.

In many ways, the framework defines the learning gains that any game can have, and it is as decisive for other developments like motivation, participation, and engagement. The facilitators are responsible not only for intellectual conceptions but also have to give incentives and impulses for the realization of the game. Elements such as staging, preparation, and logistics can be decisive factors to make the use of a game successful. That means also understanding conditions and priorities.
Ieva Ruzicka has a long-standing teaching career at Latvian Academy of Sports Pedagogy LASE and knows the problematics of organizing and using games in the education process.

4. Boosting Motivation

Badges, recognition of participation, or achievement, are gradually replacing the more traditional forms of acknowledging performances and serve to clarify obtained skills.
Positive rewarding of the accomplishments is particularly significant in Adult Education since it means rewarding experience, and in many cases creating a sense of belonging and identity that is directly related to self-confidence and sense of growing. At any stage of Adult Education recognition plays a central role.
Manuel Moura as a trainer in Cooperative Community projects is concerned with this subject and will offer the perspective of non-formal frameworks of learning in the project.

5. “Learning from each other” to achieve substantial learning quality

Today “learning from each other” (or peer-to-peer learning) is a condition for learning.
Collaborative projects, as well as individual learning, depends strongly on our capacity to communicate, to understand how to work in a team and, above all, to rely on a network with whom to exchange knowledge.
Grundtvig strongly influenced the educational system in Denmark as thinker and reformer in education and promoted new ideas about education and learning which touch this core subject of our project.
As a Senior Educator at the adult education center VUC, Mona Nielsen is the best position to convey a perspective on education from a country that more than any other in Europe has made (adult) education a very lively and gratifying experience.