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STAKEHOLDER AND USER REQUIREMENTS ANALYSIS:

  • To establish the attitudes of HE Social Work and Childhood Practice students undergoing vocational training towards the use of games as a component of a blended learning approach to practice learning.
  • To undertake a systematic review of the literature around the use of computer games for learning in the education sectors associated with this project.

COGNITIVE TASK ANALYSIS:

To identify the component cognitive skills, knowledge and competences required in developing a comprehensive and usable understanding during practice learning.

DESIGN AND IMPLEMENTATION:

To develop a generic game platform for supporting practice learning. This would include a mechanism for presenting real-world scenarios content relevant to Social Work and Childhood Practice in HE/FE and vocational training, a game kernel, content handlers and builders. The game will be developed to be multi-lingual to support teaching in different European languages.

TEACHER TRAINING:

    • To provide training for the teachers, mentors and assessors who will use the game. Introducing an educational game requires training for those who will use the game.
        To establish an online Community of Practice with teachers, practitioners and other stakeholders, to liaise with in developing the game and in piloting the game via contacts from the consortium members.

          To develop Best Practice Case Studies to provide guidance to teachers about how to best use the game in their teaching.

PILOTING:

To perform a large-scale pilot of the game with Social Work and Childhood Practice students, professional workers and their teachers, mentors and assessors across many European countries.

EVALUATION AND QUALITY ASSURANCE:

To evaluate the effectiveness of the game in supporting Social Work and Childhood Practice students and professionals in practice learning.

EXPLOITATION AND COMMERCIALISATION:

To assess the commercial value of such a game.

IMPACT:

        • 500 VET students and social services professionals trained using the game;
        • 200 teachers/teacher trainers trained;
        • Community of Practice with at least 500 members


 

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