Paper a dumitrache_18-11

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Paper a dumitrache_18-11

  1. 1. GBL TO SUPPORT PROFESSIONAL DISTANCE EDUCATION Anisoara Dumitrache, Bogdan Logof ătu, Beatrice Almășan University of Bucharest
  2. 2. OVERWIEV <ul><li>PROFESSIONAL TRAINING THROUGH DISTANCE EDUCATION </li></ul><ul><li>PILOT SITES </li></ul><ul><li>GBL SCENARIOS </li></ul><ul><li>IMPLEMENTATION IN REAL SETTINGS - RESULTS </li></ul>Games and Creativity in Education and Training 2011 (GACET’11), Rome, Italy, 17-18 November 2011
  3. 3. PROFESSIONAL TRAINING THROUGH DISTANCE EDUCATION <ul><li>Characterized by flexibility, individuality , focused on student’s needs ; </li></ul><ul><li>Can insure a faster adaptation to labor market’s requests; </li></ul><ul><li>Communication between students and students – tutors ; </li></ul><ul><li>Study materials (structure, content, quantity and quality ) ; </li></ul><ul><li>Way of delivering materials; </li></ul><ul><li>Tutorial meetings; </li></ul><ul><li>Students’ particularities. </li></ul>Games and Creativity in Education and Training 2011 (GACET’11), Rome, Italy, 17-18 November 2011
  4. 4. RISKS IN DISTANCE LEARNING <ul><li>Students may feel isolated and they cannot integrate in a specific learning group; </li></ul><ul><li>A re not able to take advantage of the flexibility offered; </li></ul><ul><li>Self study and self evaluation; </li></ul><ul><li>Social obligations, job and educational requirements; </li></ul><ul><li>Increased d rop-out rate compare d with traditional learning; </li></ul><ul><li>Trainers role - to maintain students’ interest and to keep them motivated during the training programme. </li></ul>Games and Creativity in Education and Training 2011 (GACET’11), Rome, Italy, 17-18 November 2011
  5. 5. UNIBUC PILOT SITES <ul><li>ECDL Credis a certified testing centre for ICT competencies . The courses are addressed to a large number of persons regardless the age, profession and social status ; </li></ul><ul><li>“ CISCO CREDIS Academy” - offers IT courses (computer networks, hardware) being among first CISCO Academ ies in Romania ; </li></ul><ul><li>Centre of excellence - Entrepreneur CEEX” provide s courses focused on Entrepreneurial Education (EE) and Outdoor Education (OE). 80% of the courses are focused on business knowledge and practical skills and 20% on the outdoor education. </li></ul>Games and Creativity in Education and Training 2011 (GACET’11), Rome, Italy, 17-18 November 2011
  6. 6. GAME BASED LEARNING SCENARIOS <ul><li>Nine educational games were created, embeded in Learning Scenarios, using both game editors; </li></ul><ul><li>For technical skills and also for soft skills ; </li></ul><ul><li>Using <e-Adventure> h ow to : </li></ul><ul><ul><li>To recognize hardware components and to assemble PC s; </li></ul></ul><ul><ul><li>Install a computer ; </li></ul></ul><ul><ul><li>Work with Photoshop application; </li></ul></ul><ul><ul><li>Solve conectivity problems ; </li></ul></ul><ul><li>Using EUTOPIA: </li></ul><ul><ul><li>Negotiate, Adapt to different situation, Surviving, Decisions, Team work, Management, use opportunities, solve conflicts. </li></ul></ul>Games and Creativity in Education and Training 2011 (GACET’11), Rome, Italy, 17-18 November 2011
  7. 7. Games and Creativity in Education and Training 2011 (GACET’11), Rome, Italy, 17-18 November 2011 IMPLEMENTATION STATUS <ul><li>Target group: professional training; </li></ul><ul><li>7 GBL scenarios already implemented in real settings; </li></ul><ul><li>More than 500 students accessed the games; </li></ul><ul><li>The games are available online (Moodle platform); </li></ul><ul><li>Medium and small groups of students; </li></ul><ul><li>Face to face & online sessions. </li></ul>
  8. 8. GBL SCENARIO- BUYING A COMPUTER <ul><li>Integrated in a course for students enrolled in ECDL certification (Module 1 - Concepts of ICT); </li></ul><ul><li>This module enables students to gain an understanding of the different parts of a computer, as well as some of the key concepts of ICT; </li></ul><ul><li>The course consist in transmitting theoretical information to the students which are in a position of passive receivers; </li></ul><ul><li>86 participants; </li></ul><ul><li>Duration of course: 2 hours; </li></ul><ul><li>At the end students were asked to fill in an online questionnaire, containing 10 questions . </li></ul>Games and Creativity in Education and Training 2011 (GACET’11), Rome, Italy, 17-18 November 2011
  9. 9. Games and Creativity in Education and Training 2011 (GACET’11), Rome, Italy, 17-18 November 2011 The player is a costumer in a IT shop and he has to buy all the necessary hardware components for a functional PC Depending on the choices, the game can be successful finished or the computer may be in fire.
  10. 10. Participants’ distribution by age group Games and Creativity in Education and Training 2011 (GACET’11), Rome, Italy, 17-18 November 2011
  11. 11. LEARNING EXPERIENCE Q2. How would you characterize this learning experience? Q3: Please describe this experience using three words. Games and Creativity in Education and Training 2011 (GACET’11), Rome, Italy, 17-18 November 2011
  12. 12. COURSE EXPERIENCE <ul><li>Q4. Is this game appropriate for this lesson? </li></ul><ul><ul><li>91% Yes </li></ul></ul><ul><ul><ul><li>54% consider the games appropriate responding to the learning objectives. </li></ul></ul></ul><ul><ul><ul><li>37% appreciated the game is appropriate and offers them the opportunity to apply the theoretical information gained during the course and </li></ul></ul></ul><ul><ul><li>5% appreciated that the game was not appropriate. </li></ul></ul><ul><ul><li>4% of the students did not answer on this question. </li></ul></ul><ul><li>Q5. In your opinion, why is this lesson different? </li></ul><ul><ul><li>“ Because of introducing the game” </li></ul></ul><ul><ul><li>“ The lesson was more animated, and the environment friendlier”, </li></ul></ul><ul><ul><li>“ For the self evaluation”, </li></ul></ul><ul><ul><li>“ I learned and I had fun”, </li></ul></ul><ul><ul><li>“ I was much focused on the lesson” . </li></ul></ul>Games and Creativity in Education and Training 2011 (GACET’11), Rome, Italy, 17-18 November 2011
  13. 13. GAMES ASPECTS <ul><li>Q6. Has this game a friendly and easy to use interface? </li></ul><ul><ul><li>89% of students have a positive appreciation on the game </li></ul></ul><ul><ul><li>(11%) negative appreciation </li></ul></ul><ul><li>The improvement suggestions ( Q7 .) </li></ul><ul><ul><li>Game complexity </li></ul></ul><ul><ul><li>The character </li></ul></ul><ul><ul><li>The game environment. </li></ul></ul>Games and Creativity in Education and Training 2011 (GACET’11), Rome, Italy, 17-18 November 2011
  14. 14. OVERALL APPRECIATION <ul><li>Q8. Did you enjoy the experience? </li></ul><ul><ul><li>YES 99% </li></ul></ul><ul><ul><li>NO 1% </li></ul></ul><ul><li>Q9 . Would you like to attend to similar experiences? </li></ul><ul><ul><li>YES 89% </li></ul></ul><ul><ul><li>NO 11 % </li></ul></ul><ul><li>Q10. Do you feel the need to repeat the game for practicing even in your free time (home)? </li></ul><ul><ul><li>YES 97% </li></ul></ul><ul><ul><li>NO 3% </li></ul></ul>Games and Creativity in Education and Training 2011 (GACET’11), Rome, Italy, 17-18 November 2011
  15. 15. PARTICULAR ASPECTS OF PROFESSIONAL TRAINING <ul><li>Students tend to analyze in detail each element of the game, practical aspects, level of interactivity, time for accomplishing objectives and disapprove any malfunction of the system; </li></ul><ul><li>For a high and positive impact the game should work perfect; </li></ul><ul><li>The students must be encouraged to replay the game at home, for achieving better results (no mistakes, best time, best score); </li></ul><ul><li>Specific peculiarities of the groups: </li></ul><ul><ul><li>age (from 16 – 18 to 53 years old); </li></ul></ul><ul><ul><li>background (previous experience in the field); </li></ul></ul><ul><ul><li>expectation about the course (demanding, focused on objectives); </li></ul></ul><ul><ul><li>number of learners (usually a group of 20 – 25 students). </li></ul></ul>Games and Creativity in Education and Training 2011 (GACET’11), Rome, Italy, 17-18 November 2011
  16. 16. CONCLUSIONS <ul><li>The feedbacks received from students were positive ; </li></ul><ul><li>These games are not replacing theoretical concepts but are a solid base for applying them in a virtual environment; </li></ul><ul><li>Can be successfully used in self study&evaluation, which is very important in distance education; </li></ul><ul><li>Games offer flexible environment to test and re-test hypothesis, increasing motivation for learning, opportunity to explore new environments using the experiences in real life; </li></ul><ul><li>The word “game” is replaced by trainers with the term “application”, “exercise” or “simulation”. </li></ul>Games and Creativity in Education and Training 2011 (GACET’11), Rome, Italy, 17-18 November 2011
  17. 17. UNIBUC TEAM THANK YOU! Games and Creativity in Education and Training 2011 (GACET’11), Rome, Italy, 17-18 November 2011

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