Implementation

• GUIDELINES: Research and National Governing Guidelines• TECHNOLOGICAL ELEMENTS: Platforms, Standards, Learning Objects, Open-source.
• EDUCATIONAL PRODUCT: Production/Planning of Contents, Instructional Design
• EDUCATIONAL PROCESS: Methodological Aspects, Collaborative Approach, On-line Tutoring
• FUTURE DEVELOPMENTS: Integration with KM, Mobile or Wireless Learning
  

• ASFOR Lettera Asfor n.3/2002. “The e-learning planet and the Asfor proposals: from Guidelines to Glossary”, in ASFOR, 2002 (consulted on 15 July 2005).
  
  A full glossary with a further 450 terms, the objective of which is to constitute a reference point for the entire public and private education sector. The aim of the ASFOR initiative is to offer clarity in the somewhat confusing sector of e-learning, starting with the terminology itself, often hostile, which is used in this field of activities. ASFOR is the Association for Management Education Development, and has also created the guidelines for the on-line Master’s accreditation process.
  
• CNIPA (a cura di). “Vademecum for the execution of e-learning educational projects in public administrations”, in CNIPA, 2004 (consulted on 15 July 2005).
  
  An extremely useful, complete and accurate publication drawn up by the CNIPA (National Centre for Information Technology in Public Administration). It contains guidelines for educational e-learning projects in public administrations, with the aim of promoting the correct use of new methodologies and technologies for education. The section dedicated to the organisational and methodological aspects of management of an e-learning project is of note, and particular attention is paid to the numerous and diverse roles and professional figures involved.
  
• Liscia R. (2004). E-learning: stato dell’arte e prospettive di sviluppo (E-learning: state of the art and development perspectives) Milan: Apogeo.
  
  The ANEE (National Association of Electronic Publishing) of ASSINFORM (National Association of Producers of Technology and Services for Information and Communication) carried out the E-learning Observatory 2004 in order to study the current trends in the Italian market and provide an up-to-date scenario of the sector. The study revealed that the e-learning sector in Italy has grown steadily for the third year in a row. The study was carried out under the aegis of the Ministry for Innovation and Technology and with the collaboration of companies and universities operating in the distance learning sector (including Microsoft, Banca Intesa, Sfera, Telecom Italia Learning Services, Isvor Fiat, the State University of Milan and the Polytechnic of Milan).
  

• ADL Initiative. “The SCORM Implementation Guide: A Step by Step Approach”, in ADL (Advanced Distributed Learning), November 2002 (consulted on 15 July 2005).
  
  This text may be useful for the practical application of SCORM and may be considered a good starting point for instructional designers. It is a practical guide that provides interesting and precise ideas for the organisation of a SCORM project. Four main phases may be noted: analysis (needs, content, target); planning; content development; and verification and testing. This is a document under continuous development.
  
• ADL Initiative. “Shareable Content Object Reference Model (SCORM) 2004 2nd Edition”, in ADL (Advanced Distributed Learning), July 2004 (consulted on 15 July 2005).
  
  The text, which is in its second edition, provides an overall view of all of the documentation regarding the SCORM particulars, the main characteristics of which are illustrated in the latest version (SCORM 2004 or 1.3). Although this is an overview, the language used is technical. Further information regarding the technical details of SCORM can be found in three other documents: CAM (Content Aggregation Model), RTE (Run Time Environment) and SN (Sequencing and Navigation). The ADL (Advanced Distributed Learning) is one of the main organisations to advance the initiative for the e-learning standards, and is sponsored by the Department of Defence (DoD) of the USA. This is a collaboration programme between the government, industry and universities, the objective of which is to define how to make the learning instruments and contents interoperational.
  
• Barritt C. / Alderman Jr F. L. (2004). Creating a Reusable Learning Object Strategy. San Francisco: Pfeiffer.
  
  An introduction manual that highlights all of the problems regarding the implementation of a strategy of learning objects in organisations and companies. It analyses the life cycle of the reusable content and is based on real corporate experiences. It is characterised in particular by costs and the increase in ROI (Return Of Investment). It is not very useful from a didactic point of view, in that it does not deal with issues regarding didactic strategies but limits itself to economic and organisational matters.
  
  
• Carnegie Mellon University. “SCORM Best Practices Guide for Content Developers”, in LSAL (Carnegie Mellon Learning Systems Architecture Lab), 2003 (consulted on 29 June 2005).
  
  A guide aimed at content creators and instructional designers, a valid support for the creation of materials compatible with the SCORM standard, or even to convert existing material. It contains advice and techniques for the implementation of particulars, but it does not substitute the other official, more technical, documents. Document edited by Learning Systems Architecture Lab (LSAL) of the Carnegie Mellon University (Pittsburgh, USA).
  
  
• Carnegie Mellon University. “Simple Sequencing Templates & Models”, in LSAL (Carnegie Mellon Learning Systems Architecture Lab), 2003 (consulted on 29 June 2005).
  
  A document illustrating the main sequencing rules of the didactic contents that provide the learning object designers with control over the learning process. For example, by means of the setting of certain rules, it is possible to establish a minimum number of points to be obtained in a test as a requisite in order to be able to go on to other contents, or even make it obligatory to consult certain materials before being able to move on to other sections of the course. The objective is to have a universally shared sequencing model.
  
• Fini A / Vanni L. (2004). Learning object e metadati. Quando, come e perché avvalersene. (Learning objects and metadata; when, how and why these should be used). I quaderni di formare n. 2. Trento: Edizioni Erickson.
  
  An excellent, complete and clear book; above all, it is correct in its approach to learning objects. It provides a number of practical examples regarding instruments, as well as the various experiences on a national and international level regarding the application of standards. The chapter on “Questions, critiques and problems” is of particular interest, as it provides a useful overview of the debate under way which, for some time now, has offered encouragement to researchers and students in the sector with regard to the true didactic value of the learning objects and the possibility of using them effectively.
  
• Fontanesi P. (2003). E-learning. Milan: Tecniche Nuove (New Techniques).
  
  These texts put forward a brief and concise framework from a theoretical point of view (what e-learning is, main definitions and characteristics), as well as from a technological point of view and in terms of the changes under way in the sector. The market standards are illustrated and explained in a simple manner, even for non-experts. The guidelines to choose an e-learning system are of great use, as is the section devoted to practical examples of available instruments and platforms. Besides these, it is a practical resource for novices who intend to embark on an e-learning project and who, therefore, require certain basic notions, this book also takes a look at the future of distance learning, highlighting the potentials and fields of application of mobile learning.
  
• Pasini N. “What content developers & instructional designers need to know: an overview of SCORM concepts”, in LSAL (Carnegie Mellon Learning Systems Architecture Lab). 2002 (consulted on 29 June 2005).
  
  A presentation (PowerPoint) produced by Nina Pasini, from Carnegie Mellon University (Pittsburgh, USA) that provides an outline of the advantages of contents in standard format: the contents become reusable (it is possible to reuse them in a number of learning contexts), interoperable (they can be used with diverse instruments and in various platforms), durable (they will resist technological developments), and accessible (it is possible to individualise and access the available contents in various places). Of particular interest is the section devoted to the impact of SCORM on the design of e-learning processes and therefore on instructional design. Although this is a presentation containing a content outline, the author clearly explains certain fundamental concepts and stresses that the instructional designer should not be responsible for including all of the technical details of SCORM, but should concentrate mainly on the design of effective content.
  
• Pettinari E-L / Rotta M. “Ambienti sincroni in Open Source” (Synchronous environments in open-source), in Form@re Erickson, February 2005 (consulted on 29 June 2005).
  
  The article presents an overview of how the environments for synchronous communication in a didactic sphere are considered. The importance of synchronous communication instruments (such as chat, audio/video conference, etc.) has been safely proved in constructivist-type courses, which see interaction as the key to the construction of knowledge. Nevertheless, the open-source world, unlike what is currently taking place with owner software, still offers a limited number of solutions of this kind. After giving an outline of the main characteristics of synchronous spheres, the authors illustrate some of the instruments of this kind that are currently available, and often little known; for example, platforms, chats and shared blackboards. The authors conclude with a presentation of a number of experiences and specific cases. This is an interesting contribution in order to understand the state of the art regarding the use of synchronous environments in the didactic sphere and the possibilities, unfortunately little known, made available by open-source.
  
• Rotta M. “L'accessibilità e l'usabilità delle piattaforme Open Source” (The accessibility and usability of open-source platforms), in Form@re – Erickson, February 2005 (consulted on 29 June 2005).
  
  The problem of accessibility by differently-abled subjects remains unresolved in the majority of e-learning platforms. Their architecture often makes it harder and more complicated to adjust to the WAI (Web Accessibility Initiative) standards. The author shows that there is still a great lack of attention devoted to the issue, although research groups and specific projects (such as the Commonwealth of Learning or the MIUR Technological Observatory) are dealing specifically with the issue. Part of the problem stems from the fact that there are still too many barriers in e-learning, not only technological ones, but above all cognitive ones, concerning the planning and bad organisation of educational plans. The barriers with cognitive implications are still such a huge problem that they overshadow the technical barriers. One potential solution is the possibility of making open-source type platforms accessible since, given their nature (the possibility of accessing the source code), they can be modified and adapted to specific requirements. This is a task that undoubtedly requires time and work, but it is possible.
  
• Rotta M. “Open Source e scuola: alcune riflessioni” (Open Source and school: some reflections), in Form@re – Erickson, February 2005 (consulted on 29 June 2005).
  
  This interesting article by Rotta offers an in-depth framework regarding the perception and aims of the use of open-source software in schools. The author stresses that, although this has been talked about and debated for a while now, one often mistakenly thinks of open-source mainly as a means of breaking up the Microsoft monopoly, or to obtain free software. This is not correct, since the situation is actually complex, whereby the types of license vary and the scenario is constantly evolving. Rotta criticises the fact that, too often, the technological choice prevails over the didactic one (hardware and software are, in fact, only instruments of an educational strategy) and that insufficient attention is devoted to the learning project. Dwelling too much on the ideological debate under way regarding open-source does not appear to be very useful in relation to schools, which should also take into account the fact that, besides CMS and platforms, there is a great deal of specific software (text editors, graphic, sound and animation editors, etc.) that can be used for didactic purposes.
  
  
• Sinform - Sinergie per la formazione (2003). Gli standard internazionali di produzione dei contenuti didattici: il modello SCORM (International production standards for didactic content: the SCORM model), project financed by the region of Emilia Romagna.
  
  A complete and in-depth report on e-learning standards. It deals with technical issues, such as the Content Aggregation Model (specifics to define data and content in XML for learning objects) and Run Time Environment (specifics that enable communication between objects and LMS) in a simple and accessible manner, even for beginners. The issue of metadata is explored in depth in an accurate way. Also of interest is the section on conformity and LMS and content certification, an issue about which little information is found in networks and literature on the standards.
  
• Whiley D. “Learning Objects, a definition”, in Wiley, 2002 (consulted on 29 June 2005).
  
  For the creation of reusable content, the SCORM model is based on Learning Objects (LOs). One of the most recognised and used definitions of learning objects, also because of its flexibility and indefiniteness, is that which can be found in this document by Whiley: a learning object is “every digital resource that can be used to assist learning”.
  

• Bruschi, Barbara / Perissinotto, Alessandro (2003). Come creare corsi on line (How to create on-line courses) Rome: Carocci Editore.
  
  This guide contains practical advice and methodological indications for those who intend to create on-line courses. It is particularly useful from a practical point of view, in that it offers good suggestions in relation to basic issues, such as the use of images, the usefulness of speakership, music, videos and animations, the strategies to use for the construction of texts, from formatting (graphical form and text arrangement) to the type of language (brief, schematic, syntactically simple and attractive). Also of note is the part relating to the structuring of the didactic learning objects which, according to the authors, should have an initial evaluation, an introduction, a set number of content units, a summary or conclusion of how much has been learnt and a closing learning assessment. The section on learning objects is not dealt with from a technical point of view, but a methodological one: the authors show a certain sensitivity in terms of the Italian learning situation, and indicate a different approach to the one suggested by those who drew up the standards. Indeed, it is often difficult to believe in the real combinability and standardisation of the learning objects and the possibility of applying a model of this type in a humanist environment. Therefore, methods that are more in keeping with the Italian education system and the cultural traditions of the country are put forward.
  
• Calvani, A. (2001). Educazione, comunicazione e nuovi media, Sfide pedagogiche e cyberspazio (Education, communication and the new media, pedagogical challenges and cyberspace) Turin: Utet.
  
  In this book, which deals with the main problems related to the use of technology in educational contexts, a number of interesting concepts emerge, such as “media ecology” and “didactic ergonomics”. The former regards the mechanisms to be borne in mind in learning environments, such as avoiding an overload of information, finding a balance between direct and indirect learning experiences, integrating and measuring out more learning channels, and using simple technologies. The latter concept concerns a discipline that is placed mid-way between the ergonomics and education technology, the object of which is the safeguarding of the cognitive commitment in the subjects involved, to prevent a levelling-off of the cognitive functions during the subject-technology interfacing.
  
• Lucchini A. “E-learning e scrittura professionale” (E-learning and professional writing) in Mestiere di Scrivere, 2004 (consulted on 12 July 2005).
  
  Lucchini is a business writer and is involved in professional writing courses. In this MdS (Mestiere di Scrivere, in PDF format) notebook, the author analyses (based on his own experiences and specific cases) the use of e-learning for education courses on writing, demonstrating the advantages of distance learning. The author dwells on the issue of the sense of isolation and coldness that can be experienced in a computer learning situation and, in this respect, puts forward methods of experimentation in order to increase the active and emotional involvement of the students and collaboration among them. He cites, for example, the CREAM method (Control, Relevance, Emotion, Action, Multi-sensory environment) proposed by Patrick Dunn (a learning strategist from DigitalThink UK Ltd.). The author comes to the following conclusive reflection: “… we can anticipate for the coming years a development in the profession of the e-learning writer. Not a simple extension of the web writer, or the technical writer, but a professional who, besides writing skills, requires the understanding of the psychological and didactic mechanisms that govern and promote learning”.
  
  
• Ranieri M. (2005) E-learning: modelli e strategie didattiche (E-learning: didactic models and strategies). I quaderni di Form@re n. 3. Trento: Edizioni Erickson.
  
  After providing an introduction to the concept of industrial design and the differences between the two main directions (instructivism and constructivism), the text illustrates the main types of e-learning that can be developed from the methodological point of view. This can be summarised in the following categories: content and support, the content being the central element, learning is individual in type and interaction with peers is scarce; wrap around, whereby content is less structured, learning is individual and in small groups, with the support of a facilitator; and integrated model, a form of e-learning that focuses on the group and in which there is a great deal of interaction between peers. After dealing with the problem of e-learning design and the factors that have an impact on this (use, objectives, content and infrastructure), the author stresses the role of the instructional designer and the importance of models and didactic strategies that can be implemented in networks.
  
• Guerra T. & Heffernan D. “The Guerra Scale”, in Learning Circuits, March 2004 (consulted on 12 July 2004).
  
  A very original point of view in terms of e-learning content is that defined by Tim Guerra and Dan Heffernan: the “Guerra Scale” describes the possible levels of interactive experience of the student in a scale that goes from one to ten, where the first levels are made of the simple reading of on-line PDF files or internet pages that are interconnected, and the final levels represent simulation scenarios attended by experts in the field and virtual realities. This is a very useful representation in that, going up one level in the scale, there is an increase in complexity, functionality, development times, programming capacity, course design capacity and the attention of the experts in the field.
  

• Anzalone, Francesa / Caburlotto, Filippo (2003). E-Learning. Comunicare e formarsi online (E-learning. Communicating and learning on-line). Milan: Lupetti – Editori di Comunicazione.
  
  A brilliant text that focuses on certain points of extreme importance where communication, methodology and the management of on-line learning courses are concerned. From the reflections of the authors, the following concept is clear: e-learning differs from the traditional didactic approach in that it is possible to use networks as a collaborative means, where virtual space becomes a space for growth and interaction between the on-line communities and the network is no longer understood as a computer network, but as individuals’ networks. Learning is stimulated through belonging to the group and it is precisely the ongoing confrontation with the group, the exchange of experiences and ideas among those participating in the learning experience that contributes to the acquisition of notions by the individual, increasing motivation and thus also encouraging the growth of the entire on-line community. The roles of the figures involved and rapports within the virtual classes are undergoing a genuine revolution. The introduction of new information technology instruments influences the type of communicative model that is installed: teachers and tutor are no longer at the centre of the communicative process and no longer constitute the only source of knowledge. Furthermore, the student is no longer limited to a mere receptive and passive role, but takes on an active role and has greater autonomy in the construction of the learning course itself (learner-centred approach). The main task of teachers and tutors is to stimulate, motivate and enable the flow of knowledge, guiding and monitoring the progress of the pupils.
  
  
• Calvani A. e Rotta M. (2000). Fare formazione in Internet. Manuale di didattica online (Learning via Internet. On-line educational manual). Trento: Edizioni Centro Studi Erickson.
  
  This is a fundamental publication in order to gain a complete idea with regard to distance learning, starting with its history and ending with the most efficient and up-to-date applications. After a first part, in which the main mechanisms of “presence” and “absence” communication are analysed, the text concentrates on more practical issues, such as the design and preparation of on-line courses, presenting the main problems involved. The manual concludes with a series of in-depth charts, a reasoned bibliography and network resources.
  
• Mabrito M. “Guidelines for establishing interactivity in on-line courses” in Innovate on line, 2004 (consulted on 12 July 2005).
  
  The objective of the article is to enable an understanding of the importance of interactivity within on-line courses. There are three possible types of interactivity: 1) student-teacher interaction; 2) student-student interaction; and 3) student content interaction. The author provides a series of practical advice in order to increase interactivity, an element that contributes greatly to the success of the courses. Diverse studies show that on-line courses are particularly effective when the students manage to be active participants and learn through a collaborative approach: collaborative interaction is the key to the knowledge creation process.
  
  
• Trentin G. (2003). Gestire la complessità dei sistemi di e-learning (Managing the complexity of e-learning systems). Taken from the minutes of the Didamatica 2003 annual convention, pp. 1-8.
  
  In this interesting article, Trentin underlines the importance of defining above all the e-learning model that is to be implemented. It is fundamental to be aware beforehand, in order to organise the project as well as possible. For example, for a model based on self-instruction, and therefore on the use of structured materials, professional figures and specific technologies are necessary for the production of e-content; however, for an approach based on learning groups, it is necessary to consider specific professionals (such as on-line tutors) and technologies with ad hoc functionalities for group interaction. It is therefore evident that the choice of model has a decisive influence from a didactic-pedagogical point of view, but also from a purely operative point of view (human resources for the design and management of the educational project, technologies and organisational order). According to Trentin, future studies should concentrate on the problems preventing the dissemination of the proposed models. From his conclusions, it is clear that “the key is to acquire knowledge regarding the demand for a change in paradigm in confronting the issues of continued learning, moving away from the learning on the job logic to that of learning is the job”.
  

• Attewell J e Savill-Smith C. “Learning with mobile devices, Research and development”, in LSDA (Learning and Skill Development Agency), 2004 (consulted on 29 June 2005).
  
  An interesting set of studies on the possible applications of mobile devices for learning. Topics discussed include the effectiveness of m-learning, costs, content development methodology, the type of design necessary, the learning potential of games, and the role that mobile learning may play in increasing social inclusion.
  
• Giacomantonio M. “Il futuro dell’e-learning” (The future of e-learning) in WBT (Formazione in Rete), (in WBT, web-based training). March 2003 (consulted on 29 June 2005).
  
  After a brief overview of the various aspects that characterise e-learning, such as the role, the sectors (content, communication, support, management), the instruments and technologies, the author questions the future of distance learning. Having overcome the adaptation to the standards phase (already in operation for a number of years and at a satisfactory stage) to eliminate the link to certain technological solutions, e-learning will undergo an integration with many diverse applications, thus reaching a more mature phase, to border on more evolved and mature sectors such as KM (Knowledge Management), CRM (Customer Relationship Management), and ERP (Enterprise Resource Planning), becoming an integral part of HRM (Human Resource Management).
  
• Giacomantonio M. “Dove vanno le piattaforme di e-Learning” (Where the e-learning platforms are headed), in WBT (Formazione in Rete) in WBT (Web-based Training), September 2004 (consulted on 29 June 2005).
  
  The author presents an in-depth analysis of the current LMS characteristics, their evolution and future developments. His conclusion is that the current trend is that of converging e-learning platforms with other technological instruments for content management, document management and project management, in order to attain complete instruments for integrated knowledge management. Indeed, even today, on-line learning activities are no longer reduced to simple structure courses; one learns through working in groups, connecting to the Internet and managing projects together with other people. Therefore, new modules with new functionalities will be integrated within the platforms.
  
• Prensky M. “What Can You Learn from a Cell Phone? Almost Anything!”, in Innovate online, June 2005 (consulted on 12 July 2005).
  
  Mobile devices, particularly mobile telephones, are becoming increasingly small and powerful. Although they are still considered instruments to be used prevalently for telephone communication or, more recently, for recreational purposes, mobile telephones have now become genuine computers. Like any information technology communication instrument, mobile telephones can be used for learning, bearing in mind the fact that they have a huge distribution, particularly among young people and students. After illustrating how to take advantage of the various characteristics of mobile phones (voice, SMS, graphic displays, download functions, Internet navigation, GPS, etc.), the author concludes the article by suggesting, particularly to those who continue to seek to ignore the phenomenon, that this learning mode be seriously considered, and advising a flexible reconsideration of how to design content and activities for mobile learning.
  

1. A digital document is an information package stored in a list of bits.
2. The size of the list of bits (from now on, we will use the term “file size” for this concept) can be very large.
   

• access to information on learning, meaning access to information on the available learning opportunities within the formal and, most importantly, the informal education settings;
• access to teaching, meaning access to what is considered traditional classroom-based learning (but not only to that, since teaching takes place informally also);
• access to infrastructure and resources, meaning access to ICTs, learning materials, to the Internet;
• access to studying facilities, meaning physical or virtual access to formal/non-formal/informal learning settings;
• access to learning catalysts, in terms of access to services such as guidance, counselling and orientation;
• access to learning support, in terms of human or machine-driven support services such as tutoring or mentoring;
• access to learning motivation, meaning access to what can motivate your learning experience (from certification to peer recognition), and finally access to funding, in terms of access to the economic support needed to take part in an eLearning experience.

How to design effective learning opportunities? Why is learning by experience often more efficient than learning by studying? How to provide the learning experiences needed to respond to current challenges? Using computer games and games in general for learning purposes offers a variety of knowledge presentations and creates opportunities to apply the knowledge within a virtual world, thus supporting and facilitating the learning process.

Why do we choose games for learning?
Why do we play games in the first place? To have fun, to immerse into an imaginary world, to take the challenge and outsmart the opponents and/or win, etc. There are probably as many slightly different reasons to play games as there are players.

When we have a look at the games within the learning context as opposed to the activity only for the leisure time, we have learners’ and teachers’ perspective of using games for learning. From the learners’ point of view using a game for learning can have various meanings, e.g. learning and having fun, taking the challenge and achieve better score, trying out different roles, being able to experiment and seeing what happens, being able to express the feelings, be able to reflect about certain conflict situation, etc.

From the teachers’ perspective, we choose to use games for learning to reach a new generation of learners with a medium they are used to interact with from their childhood. We can offer a game for introducing a new learning topic thus raising the learners’ interest for this topic, or as a complementary activity for many other reasons, e.g. to create a complex learning opportunity, to increase the motivation of learners, to offer another way of interaction and communication.

Games can also be used for personal development and to improve self esteem of the player i.e. learner. In some cases, games can help to establish dialogue and break social and cultural boundaries. For disabled people games can offer opportunity to experience the world in a way that majority of us take as granted.

Key characteristics of game-based learning
There are many different definitions of games. However the main characteristics that all these definitions have in common are: presence of rules, and clear and predefined objective that has to be reached within the game. Most of the games have also competitive elements (as opposed to some games like e.g. Sims, where the social skills are in foreground.)

Within the games there is a close link between action and instantaneous feedback. Learners are able to asses their own activities and see how they are doing i.e. are able to evaluate their decisions and taken courses of actions. One of the game characteristics is challenge, keeping in mind that challenge should match the skill level of the student and permanently adapt through the different levels of the game. Introduction of unexpected of novel events learners is additionally motivating to play the game and acquire new skills and knowledge.

Successful learning opportunities by means of games can be created when following the constructivist learning theory, where ‘constructivist’ means an exploratory approach to learning. Major characteristics of the constructivist approach are, among others, interaction, coping with problems, understanding of the whole, etc. From the constructivist point of view learners are active participants in knowledge acquisition, and engaged in restructuring, manipulating, re-inventing, and experimenting with knowledge to make it meaningful, organized, and permanent.

Benefits of game-based learning
With using games we can influence motivation and engagement of the learners in a positive way. Games offer also a secure and contextual environment that foster different skill acquisition. Basic skill level starts with eye-hand coordination skills and continues to more complex skills e.g. problem solving skills, communication and collaboration skills, strategic thinking skills, social skills. In game-like learning environment, learning by doing, active learning and experiential learning step in foreground.

Most researchers conceptualise learning as a multidimensional construct of learning skills, cognitive learning outcomes, such as procedural, declarative and strategic knowledge, and attitudes. The game based learning model is used in some areas of formal education very successfully, in particular, in military, medicine, business, physical, etc. training. In many cases application of serious games and simulations for learning means an opportunity for learners’ to apply acquired knowledge and to experiment, get feedback in form of consequences thus getting the experiences in the “safe virtual world”. There are specific educational domains where game-based learning concepts and approaches have a high learning value. These domains are interdisciplinary topics where skills such as critical thinking, group communication, debate and decision making are of high importance. Such subjects, if learned in isolation, often cannot be applied in real world contexts.

Process of choosing games for learning
There are many different off the shelf games that can be used in the learning context. There are also possibilities of using low tech solutions for playing games like e-learning platforms, forums or chat. But which game to use? and how to choose the game in the first place.

The first question that has to be answered is “What do we want that learners learn?” Based on the learning objectives we can choose games that we want to use for the classes. To improve factual knowledge of the learner, we can introduce quiz games, e.g. Al Morale’s game show presenter. In the area of learning objectives related to social interaction, games that involve many players, e.g. strategic or role play games can be applied. The innovative UniGame game classification that is based on learning goals, outlines in detail required game features and related games that help to achieve the different learning goals.

Part of the process of choosing games for learning includes also consideration of various constraints and opportunities in the learning setting, e.g. size of the student group, technical possibilities for students, ICT skills of students (as well as ICT skills of teacher), licensing policy, sustainability, etc.
Systematic approach of introducing the game based learning and/or implementing their own game ideas is described in the book “Guidelines for Game-Based Learning”.


You are not alone: the community of practice SIG-GLUE
Want to try out new concepts but you have lack of ideas or you are not really sure how and where to start? You can check good practice examples in SIG-GLUE, a community of practice about game base learning.

SIG-GLUE stands for Special Interest Group for Game-based Learning in Universities and Lifelong Learning. Essential focus of the SIG-GLUE is to foster exchange of good practice in game-based learning and innovative learning approaches as well as promotion of game-based learning approach per se.

Apart from discussions within the working groups, SIG-GLUE offers also other resources, e.g. library, glossary of game-based learning, etc. Separate module is focused on games and provides collection of games, game providers, interesting game links, actors in this area, etc.

SIG-GLUE is an open community, where everyone is invited and welcome to participate, contribute and organise an activity.

Acknowledgements
Many thanks to everyone involved in the UniGame and SIG-GLUE projects for their contributions and fruitful discussions that contributed to the progress of the projects.
UniGame: Game-based Learning in Universities and Lifelong Learning. is a Minerva Project: 101288-CP-1-2002-1-AT-MINERVA-M.
SIG-GLUE: Special Interest Group for Game-based Learning in Universities and Lifelong Learning is an EC eLearning initiative Project (Agreement No: 2003-4704/001-001 EDU ELEARN).

The Organization for Economic Co-peration and Development (OECD) has recently published the Document Online Computer and Video Games. The Report analyses the Computer Game Industry, including business models, the drivers and the barriers to development, and Policy recommendations.

Resources:
Dondi C., Moretti M.: Survey on online game-based learning. Retrieved 18. 05. 2005, from http://www.unigame.net/html/case_studies/D1.pdf

Pivec M., Koubek A., Dondi C., (Eds.): Guidelines for Game-Based Learning (Pabst Science Publishers, 2004, ISBN 3-89967-193-7)

Pivec M., Dziabenko O.: Game-Based Learning in Universities and Lifelong Learning:
"UniGame: Social Skills and Knowledge Training" Game Concept. J.UCS , Vol.10 (2004) Issue 1, pp. 4 – 16 http://www.jucs.org/jucs_10_1/game_based_learning_in

Prensky M: Digital Game-based Learning. McGraw-Hill 2001.
SIG-GLUE: Special Interest Group for Game-based Learning in Universities and Lifelong Learning; project web-page. Retrieved 15. 03. 2005, from (http://www.sig-glue.net)

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