Game-Based Learning (GBL)
The dates for the next Media & Learning Conference in Brussels have been announced, the conference will take place on 14-15 November 2012.
Aimed at policy makers, service providers and practitioners, the third annual Media & Learning Conference will build on the success of Media & Learning 2011 which attracted over 298 people from 39 countries with a packed programme of talks, discussions and demonstrations.
Media & Learning 2012 is being organised in collaboration with the Flemish Ministry of Education and Training and the European Commission Directorate-General for Education and Culture and will take place in the Flemish Ministry of Education and Training Headquarters in Brussels.
The programme will include lots of new features including debates, exchanges and online elements and will include the annual awards ceremony for the MEDEA Awards as well as presentations and inputs from all finalists in the 2012 competition.
Media & Learning 2012 will bring together an ever-widening community of people interested in how media can be used to support learning across all sectors, in media literacy and in the re-use of media based resources in education and training as well as broader issues related to innovation, creativity, ICT skills and digital competence.
Contact the organisers if you would like to be involved in the development of the conference programme. Interested individuals, project teams, institutions and organisations are invited to submit proposals to give presentations, demonstrations and workshops at this conference, the closing date for submissions is 1 June 2012.
More information including the public call for input will be available from the Media & Learning Conference website shortly: http://www.media-and-learning.eu.
To read the public report about the Media & Learning Conference 2011, you can download it from the online press and publications page.
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The Digital Agenda for Europe aims at the overall objective of having everyone connected and empowered, which poses special challenges towards disadvantaged parts of the population, to be included. In this respect, research shows that the digital games industry is expected to grow in the future. Developing a Digital Games industry can contribute offering a key instrument to fulfill these opportunities and addressing the key challenges set out in the Digital Agenda for Europe.
Within a scenario of rapidly increasing convergence of digital technologies and integration of media services, the role of the creative content industry is expected to increase accordingly and the video games software industry plays a major role. In this general context, Digital Games use the platforms and techniques of the videogame industry to create products and services and have a potential to further education, health, public policy, government or corporate training, and strategic communication objectives.
Digital Games with useful objectives going beyond the simple fun of playing may serve social purposes like inclusion, health, skilling, learning and other public services, where their action complements more classical approaches. Because of their ludic dynamics, they are usually very welcome to different kind of public (not only youngsters) and this is their strength.
Considering that the video games industry is going through a period of change, including significant transformation in the value chain, Digital ‘Serious’ Games thus offer opportunities not only for the existing actors but also to new entrants with expertise in training, simulation, healthcare and social inclusion.
The aim of the exploratory study is to better understand:
- what are the industrial, market, social opportunities and limitations of Digital Games for users' empowerment and as a tool for socio-economic inclusion of people at risk of exclusion (such as youth at risk, migrants, elderly, unemployed, low-educated);
- what are the technological, market, implementation, adoption and policy challenges of creating this potential and if and how policy actions could address the challenges identified.
The research will carry out the following activities:
1. Analysis of the State of Play of Digital Games for Empowerment and Inclusion
This analysis will specifically look at exploring the supply side, including various typologies of digital games, technological platforms; current knowledge of market diffusion and adoption; the state of the art of research and existing practice, as well as identifying the key actors involved in the domain. The goal of this analysis will be to define key (technological, research, policy, industry/market, social, economic) opportunities and challenges of putting Digital Games at the service of empowerment and social inclusion purposes, and to gather evidence of impact in this domain.
2. Vision Development
Building on the consolidated version of the Report of the State of Play, on the opportunities and key challenges identified, through a consultation process among EC policy officers, a common vision of the possible future application of Digital Games for Empowerment and Inclusion will be defined.
3. Development of a Roadmap for Action through Stakeholders' Consultation A multi-stakeholders consultation will be organized to enable a broader dialogue and engage stakeholders, validate the vision defined, identify stakeholders actions and build consensus on possible EC research and policy options to support the vision.
This study is co-funded by the Information Society Unit of the JRC-IPTS and DG INFSO ICT for Inclusion Unit. The JRC-IPTS conducts the study in collaboration with selected external experts in the domain of Digital Games and ICT for Social Inclusion.
JRC-IPTS is looking for examples of successful initiatives from across the world on the use of Digital Games for Empowerment and Inclusion, and for the participation of experts from research and practice in the development of the vision and roadmap. Please contact the Project Leader and the Scientific Coordinator if you wish to contribute to the future of Digital Games for Empowerment and Inclusion.
The Project GREAT – Game-based Learning Research in Education and Training Action is a project funded by the Leonardo da Vinci Multilateral Projects – Transfer of Innovation with the purpose to provide a methodology and a way to use Game-Based Learning by Training Companies/Organizations (focusing on SMEs and on the Social Economy) and VET organizations (including Higher Education) trough the knowledge producers and distributors: Trainers and Teachers.
"We talk about creative learning. However, all learning involves some form of destruction, some form of creation and/or particular co-creation...(…) Learn to create, learn how to create disruptions, learning to create innovation, learning to live together to collaborate. But if Learning and Technology, together, can build and host its core in the destructive potential of creativity and, by extension, of the collaboration, the need for meaning in all this is imperative. It is crucial to making sense of all forms of learning: informal, formal, not formal."
Roberto Carneiro in Conference Book Creative Learning & Innovation: 2009.
With the purpose to provide a methodology and a way to use Game-Based Learning by Training Companies/Organizations (focusing on SMEs and on the Social Economy) and VET organizations (including Higher Education) trough the knowledge producers and distributors: Trainers and Teachers.
Products and Results will be:
- Documented methodologies for developing and implementing game-based learning for training and higher education actors and for the learning community in general.
- Needs analysis assessment instruments for developing and implementing game-based learning for training and higher education actors.
- Learning content and training methodologies (b-learning) for trainers and teachers developing and implementing game-based learning.
- Workshops/seminars for supporting trainers/practitioners/teachers/tutors in developing a predictive and proactive capacity to select games for their use.
- Documentation:reports, compendium, proceedings, guidelines.
GREAT project will explore the capability to influence, to involve and to bring together in specific moments some experts and recognized European authorities for focus based learning, trough their individual members and partners. Experienced users of different knowledge channels provided to the Commission, like Engage Learning, elearning papers, CEDEFOP and ETF papers, as well as members of DGEAC, DGINFSO, IPTS/JRC, DGEI and those who have access to the European learning platforms like EUCIS LLL and ETDF.
APG - Portuguese Association of Human Resources Managers leads the development partnership:
- FH JOANNEUM University of Applied Sciences, Graz, Austria
- MERIG - Multidisziplinares Institut fur Europa-Forschung Graz
- AIF - Associazone Italiana Formatori
- Gazy University, na Turquia
- I.Zone Knowledge Systems
"Transformando Mundos - a viagem de Yanah e Manuel pelo planeta Terra" é um recurso multimédia de educação para a cidadania global, que permite trabalhar temas socialmente relevantes através de uma história criada a partir do lema “há que conhecer outros mundos para transformar o nosso”, contribuindo para reforçar os conteúdos transversais do Curriculum nacional em todas as áreas disciplinares. O recurso encontra-se dividido em três unidades pensadas para níveis de escolaridade específicos: Pequenos Exploradores (pré-escolar e 1º ciclo), Exploradores (2º ciclo) e Super Exploradores (3º ciclo e secundário) assente numa metodologia de ensino-aprendizagem experiencial.
Conçu pour le soutien scolaire, le jeu vidéo JiVé Math 4ème « les gardiens de l’oubli » peut également être utilisé en classe par les enseignants. Il développe la coopération et la pensée scientifique. Il permet la personnalisation de l’apprentissage dans des classes hétérogènes, et propose un environnement immersif avec des mises en situations virtuelles d’expériences de la vie réelle.
O Euro Rail é um jogo que simula uma viagem de comboio pelas capitais dos países da União Europeia. Quem quiser fazer uma viagem pela União Europeia e usufruir deste itinerário, sem pagar bilhete, só tem de entrar no EURO RAIL.Trata-se de um jogo para ser jogado por equipas de 2 elementos, que decorre através de uma aplicação do FACEBOOK
eLearning Europa sent two representatives at the Media & Learning 2011 event that took place last November 24 – 25 (2011) in Brussels.
The results of the two days meetings in the Flemish Ministry of Education are concisely presented by Sally Reynolds from ATiT Audiovisual Technologies, Informatics and Telecommunications, organiser of the Media & Learning Conference and sponsor of the MEDEA Media in Education Awards 2011.
eLearning Europa: What were the targets of the Media & Learning 2011 conference? Were they met?
Sally Reynolds: In terms of numbers, we were keen to have somewhere between 250 and 300 people, 300 is about the maximum for the Flemish Ministry's facilities so our final number of 298 was really on target. But more importantly, we were keen to bring together practitioners engaged in educational media production and usage from different countries and to connect them with one another as well as with representatives from ministries, broadcast organisations, publishers, researchers and others interested in the possible links between media and learning, and in this too we believe we have been successful.
eLearning Europa: How do you evaluate the level of participation in the M&L 2011 event? What was the main target group?
Sally Reynolds: We are delighted with the level of participation, there was an excellent atmosphere of participation and collaboration and we see this reflected in the conference evaluation. People were really engaged and quite a few have described the conference as a whole to be highly motivational which is of course very encouraging. Our main target group was as previously described, and the fact that we had such a wide geographical spread of participation is very satisfying.
eLearning Europa: You have used various social networking tools to promote the M&L 2011 conference. How did they help?
Sally Reynolds: We have been busy online before the conference and in just 6 months, our Facebook and LinkedIn groups have grown really well. We also have a dedicated online conference community, which many people use to find out who will be at the conference and to make contact beforehand. We are determined with this conference to ensure there is excellent networking during the conference itself, which is why we make available the pigeon service which almost 80% of participants signed up to beforehand. This enabled any participant with a pigeon code to contact any other participant with a pigeon code using their own mobile phone without have to know one another's mobile number. We have had a lot of positive feedback about this service, which made a difference for many participants. Going to a conference is all about making new contacts and regardless of the size of the conference, we want to make sure people can network and communicate with one another successfully in a friendly and relaxed environment.
eLearning Europa: How do you evaluate the submissions in the MEDEA Awards?
Sally Reynolds: We are very pleased with the level of participation in the MEDEA Awards this year, with 115 entries from 28 countries. These entries were judged online by our judging panel of 75 education and media experts from 15 countries who evaluated the MEDEA entries in late September and early October. This led to a list of 9 finalists and 13 Highly Commended entries. These 9 Finalists were invited to Brussels for the conference and took part in the MEDEA Awards ceremony last Thursday evening which went very well - we even had a live competition for the audience favourite which was very exciting.
It is interesting to see that educational games won in both the professionally produced and user-generated categories this year, which will certainly influence our conference programme design for 2012
eLearning Europa: Can you share with us some inside stories from the event? What was the biggest challenge?
Sally Reynolds: Conference organisation with almost 300 participants from so many countries is always a bit challenging, but we have a great team and super supporting organisations and friends, which makes the difference. Keeping the programme on schedule when so many people wanted to extend discussions, network with new people they had met and show one another excellent examples of media-supported learning did mean there were some fraught moments - but we managed to stay generally on time, which was a help!
The StreetLearn project has developed and tested a serious game using Google Streetview to create the 3D surroundings of the game. The learner/gamer is a police officer searching for a drugs dealer and his stash. The game is situated in the centre of Amsterdam, the 'grachtengordel', that forms part of the Unesco cultural heritage. While playing the gamer learns about the cultural and historical value of the grachtengordel.
Games often take place in a realistic 3D-environment. Developing these surroundings is much too costly for many educational institutions. But Google Streetview is an open 3D-environment, available for everybody. Is it possible to use Google Streetview for serious games, was the central question for the project Streetlearn. What are the possibilities and limitations of Google Streetview as a 3D-environment for educational purposes. What do teachers need to use this environment for the development of serious games? What are the benefits of the use of Google Streetview as a game environment for eduction?
The Streetlearn project has developed a location-dependent game using Google Streetview. A learning scenario has been written in which the gamers play the role of a police officer hunting for drugsdealers. The gamers receive assignments to find objects, to go to another location, to follow up tips and to answer questions. In the meantime they move through the streets of the centre of Amsterdam, gaining information and acquiring knowledge about their enviroment.
A prototype has been developed and has been made available in Google Streetview. A small group of students Cultural Sciences of the Open Universiteit have played the game. The fist evaluations are posted on the website of Streetlearn. The final evaluation of the project will also appear there.
Game in which students learn the double-entry bookkeeping in a practical and fun way as they are trading goods, building houses, loaning. Their intrinsic motivation to win, enthuses them in their learning and helps with the practice of the fundamental double-entry bookkeeping principles. Students can play it in the classroom, under supervision of the lecturer, as well at home.
Over the last ten years, the way in which education and training is delivered has changed considerably with the advent of new technologies. One such new technology that holds considerable promise for helping to engage learners is Games-Based Learning (GBL).
Abstract submission deadline: 16 March 2012
The Conference offers an opportunity for scholars and practitioners interested in the issues related to GBL to share their thinking and research findings. Papers can cover various issues and aspects of GBL in education and training: technology and implementation issues associated with the development of GBL; use of mobile and MMOGs for learning; pedagogical issues associated with GBL; social and ethical issues in GBL; GBL best cases and practices, and other related aspects. We are particularly interested in empirical research that addresses whether GBL enhances learning. This Conference provides a forum for discussion, collaboration and intellectual exchange for all those interested in any of these fields of research or practice.
The conference committee welcomes contributions on a wide range of topics using a range of scholarly approaches including theoretical and empirical papers employing qualitative, quantitative and critical methods. Action research, case studies and work-in-progress/posters are welcomed approaches. PhD Research, proposals for roundtable discussions, non-academic contributions and product demonstrations based on the main themes are also invited. You can find full details in the submission types document (.pdf format).
Papers accepted for the conference will be published in the conference proceedings, subject to author registration and payment. Selected papers will also be considered for publication in a special issue of the Electronic Journal of e-Learning and to the International Journal of Game-Based Learning. The latest issue of the Electronic Journal of e-Learning is available to read online. You can see details of the proceedings and journal accreditations by clicking on the star to the right.
Participants will be asked to vote for the best poster and a prize will be given for the poster receiving the highest number of votes. Additionally, a prize is awarded to the best PhD paper presented at the conference.
In addition to the main conference topics below, the advisory group invite suggestions for mini tracks. If you would be interested in preparing and chairing a mini track, please contact the Conference Director, Sue Nugus
Possible topics include, but are not limited to:-