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The project 'Learning Games' meant 'Learning from Games' as much as using 'Games for Learning'. The main interest of our partnership was to develop a framework in which we can discuss the issues around learning and playing in the adult education environment. Starting with our initial ideas on a flexible framework to better understand the playing activity of learning games, we ran an exchange of good practices, expanding and deepening the discourse on games for learning.

The discussion focused primarily on how to articulate the experience gained through the practice of playing games. The theoretical material published on the topic was used as reference and support but did not play a significant role in our conversations and observations. Our concerns as teachers, trainers, and facilitators were motivation, participation, and measuring the impact.

Adult education plays a crucial role in Danish society and is very much influenced by the ideas of N. F. S. Grundtvig. The educational system considers the learning process as a central issue, rather than the immediate application of knowledge (or skills). In this sense, the understanding of the educative process is not based on competition but on cooperation and the success of the community of learners.

For many generations, in the Eastern and Western parts of Europe, the development of educational concepts ran parallel without finding common ground. The later encounter, as some of the countries joined the European Union, has seen in many ways a superficial attempt to address the roots of the differences in style, practices, methods, and philosophy that keep somehow moving those parallel realities. Ilka Birova, Professor for Russia as a Second Language at the Sofia University, was one of the educationalists who was inspired to work with alternative systems in education for a long time.

The different cultural approaches to playing games were part of the lively discussions we had in the partner consortium of 'Learning Games', especially about the motivation to play. The question, whether playing must imply competing or not came up frequently in the partner meetings.

Evaluation is the keyword at every step of the learning process. This short, very clear insight looks into different evaluative tools that can be used for games for learning and, by extension, for every other educational process. The text is representative of the contribution that Nicola Whitton and Manchester Metropolitan University brought to the project Learning Games in Adult Education: the perspective of researchers and creators. 

Ieva Rudzinska's text is a summary of the discussion issues during the project with regard to the conceptual approach to games in the context of sports. She first looks at 'Game Definitions and the Example of Sports', then explores the link between 'Sports and Games' with reference to the work done at LASE. In a further chapter, Ieva provides an analysis and evaluation of 'Blind Travel', the master game she had proposed for the Learning Games project.