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Event “Enhancing the skills of youth with learning disabilities” on 22 June 2018 – Brussels, Belgium - Introduction to ISG


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Event “Enhancing the skills of youth with learning disabilities” on 22 June 2018 – Brussels, Belgium

In the context of the “Intelligent Serious Games for Social and Cognitive Competence” project (ISG), we organised the event “Enhancing the skills of youth with learning disabilities” on 22 June 2018, in Brussels, Belgium.

The event highlighted a whole range of initiatives that have as common goal to enhance skills of youth with (learning) disabilities.

Target audience:
People with disabilities, and their families and friends
Teachers / Trainers / Tutors from inclusive and special education
Youth and disability organisations
Personal caregivers
ICT and AT experts


8.30-9.00: Registration and welcome
OPENING (9.00-9.30)

Opening + introduction to ISG – Karel Van Isacker (CEO, PhoenixKM)

SESSION 1 (9.30-10.30)

Increased independence for youth with learning disabilities
Chair: Jean-Marie Vanhove (inclusion expert)
9.30 – 10.00: More independence for youth with learning disabilities – EU context: Helga Stevens (N-VA), Member of the European Parliament, Vice-Chair ECR, Co-chair Disability Intergroup
10.00 – 10.20: Witness accounts of pilot participants
10.20 – 10.30: Discussion – questions

SESSION 2 (10.30 – 11.30)

Need for skills enhancements: A European perspective
Chair: Shervin Shirmohammadi, Sehir University, Turkey
10.30 – 10.50: EU Disability Policy: Inmaculada Placencia-Porrero (Deputy Head of Unit, for Rights of Persons with Disabilities within the Directorate General for Justice)
10.50 – 11.10: The need for skills training for people with disabilities: Mark Van Assche (TOLBO vzw)
11.10- 11.30: Discussion and questions
Break + exhibition (11.30 – 12.00)

SESSION 3: (12.00- 13.30)

Examples of how skills training is applied in various initiatives towards vulnerable groups
Chair: Petya Grudeva, MCA
12.00 – 12.20: Play2DO – MCA
12.20 – 12.40: Pathway+ and Speech pathology – Karel Van Isacker, PhoenixKM
12.40 – 13.00: Positive Leisure + Access Interact + ST4ALL – NARHU
13.00 – 13.30: Discussion and questions
Closing words by Jan Buysse, Managing Director vleva
Lunch (13.30 – 15.00)

Break and exhibition of wide range of inclusion oriented projects (13.30 – 15.00)

This project (2015-1-TR01-KA201-022247) has been funded with support from the European Commission (Erasmus+ Programme). This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Published in: Education
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Event “Enhancing the skills of youth with learning disabilities” on 22 June 2018 – Brussels, Belgium - Introduction to ISG

  1. 1. Final Multiplier Event “Enhancing the skills of youth with learning disabilities” 22 June 2018 – Brussels, Belgium “ISG4Competence and its innovation and impact” Zgura-M, Bulgaria
  2. 2. Social competence (definition) Social competence is a complex, multidimensional concept consisting of social, emotional (e.g. affect regulation), cognitive (e.g. fund of information, skills for processing/acquisition, perspective taking), and behavioural skills (e.g. conversation skills, pro-social behaviour), as well as motivational and expectancy sets (e.g. moral development, self-efficacy) needed for successful social adaptation. (Semrud-Clikeman, M. (2007). Social competence in children. New York, NY: Springer Science+Business Media)
  3. 3. Social competence (definition) • Social competence also reflects having an ability to take another's perspective concerning a situation, learn from past experiences, and apply that learning to the changes in social interactions. • Social competence is the foundation upon which expectations for future interaction with others are built, and upon which individuals develop perceptions of their own behaviour. • Often, the concept of social competence frequently encompasses additional constructs such as social skills, social communication, and interpersonal communication.
  4. 4. Cognitive competences (definition) Cognitive competences are those competences through which people can operate their personal experiences and organize and adapt their thoughts to guide their behaviour (e.g. creative thinking, reasoning, problem solving and information processing, decision making, time management, managing resources, orientation, etc.) - Piaget
  5. 5. Cognitive competences are: •Self-esteem and self-confidence •Motivation •Managing anger and stress •Team working •Communication •Improving own learning •Problem solving •Creativity •…
  6. 6. Project Concept • To improve the quality, attractiveness and accessibility of the opportunities for lifelong learning available by developing interactive mobile games • To equip teachers with effective strategies for implementation of innovative ICT solutions as part of their teaching practices • To enhance the digital integration in learning, teaching, training and youth work at various levels
  7. 7. About our initiative: • Measure: Strategic partnership for school education • Funded by: Erasmus+ programme, EU Commission • Start: 01 September 2015 • End: 31 August 2018 • Managing authority: Turkish National Agency
  8. 8. Partnership:
  9. 9. Partnership: • Turkey • Istanbul Sehir University, Turkey (Project Coordinator) • UBITED, Turkey • ACT Creative, Turkey • Hungary • University of Pannonia, Hungary • Slovenia • University of Maribor, Slovenia • Bulgaria • ZGURA-M, Bulgaria • Belgium • PHOENIXKM, Belgium
  10. 10. Target groups: •Students with specific learning difficulties (Dyslexia, Dyspraxia, Autism spectrum disorder, Asperger, ADHD) •Students with mild intellectual disabilities •Students with sensory impairments •Students with low level social skills
  11. 11. Target groups: •Professionals involved in inclusive education: • Public teachers (incl. resource teacher, speech therapist, etc.) • Private teachers • Professionals working with people with disabilities • Educational planning/methodology experts • Headmasters/principals •Families of children and youth with disabilities •Training institutions – in the context of mainstream and inclusive education
  12. 12. Our intellectual outputs • IO1: Scoping Report • IO2: Suite of serious game on accessible learning objects - learning content creation • IO3: Interactive games for mobile learning • IO4: Trainers’ manual • IO5: Usability evaluation, implementation phase and piloting • IO6: Collaborative mobile learning platform
  13. 13. IO1: Scoping Report The Scoping Report is specifying the innovation for this target audience by analysising of characteristics, learning and training needs, tasks, and learning environments in Turkey, Bulgaria, Belgium, Slovenia and Hungary. Methodologies used: - Survey by questionnaire. - Face to face meetings and interviews. - Design and implementation of research programme
  14. 14. IO2: Learning content creation Suite of serious game on accessible learning objects in basic skills, key skills, personal development, work preparation and work sustainability. Methodologies : • Problem based learning theory • Curriculum • Blended learning (face2face and interaction via mobile learning)
  15. 15. ISG4Competence curriculum • Based on the principles of collaborative blended learning which involves a student/person with learning difficulties and a trainer/teacher. • People who have completed this curriculum are expected to have increased social and in particular cognitive competences which correspond to their personal educational and employment needs. • The interaction between the student with learning difficulties and the trainer is on a conceptual basis, therefore there is no recommendation for frequency of activities or duration of the learning process.
  16. 16. ISG4Competence curriculum – step by step • Identify the needs of the student with mild learning difficulties (what are the current gaps in terms of social and creativity competences – for reference IO1 Consolidated survey report). • Develop person-driven aims and objectives. • Select content that matches those aims and objectives. • Select an appropriate instructional method that promotes the student’s engagement. • Regular review of the balance and sequence between different types of activities
  17. 17. Educational settings of application of the suite of serious games • Classrooms in mainstreaming schools - used as additional approach to fulfil the learning outcomes of particular learning subject • Extracurricular activities in the schools – used as possible alternative approach for acquisition of basic and key competencies which cannot be covered during compulsory courses at schools • Private lessons – used as an alternative educational approach for students who cannot attend mainstream courses • Activities of youth volunteering informal groups – used as a media where peer learning support could be facilitated.
  18. 18. Specification Component Description Working title of the game: (title of the game) Description (game overview and learning objectives): Description of the learning context into which it will be used. Curriculum covered (learning scenarios): Selection of the specific cognitive competencies which the game covers. (include scenario ID and activity number) Game structure: Activity 1 Activity 2 … Distinctive features: Supported platforms: 3D environment: Automation: Interactions: Game map: Text-to-speech: Language support: Control mechanism (buttons, joystick): Individual profile: Online/offline use: Characters and environment: Playable characters: Non-playable characters: Style: Structure Content customisation Graphics quality Game narrative: Description of the game narrative. Audio playback: Reward mechanism: Type of reward: Feedback of the game
  19. 19. Didactic principles • the sense of wonder and natural curiosity of students with mild learning difficulties is a primary motivating factor • the student as an active agent in his or her lifelong learning and improvement of his/her social and creativity competences • improvement of social and creativity competences is developmental in its nature • learning should involve guided activity and discovery methods • easy to understand language is central in the learning process
  20. 20. Didactic principles • social and emotional dimensions are important factors in learning • skills that facilitate the transfer of learning should be fostered • active listening, understanding instructions, problem-solving and observational skills should be developed • collaborative learning should be a feature in the learning process • the range of individual differences should be taken into account in the learning process • assessment of the impact and progress of the student with mild learning difficulties is an integral part of process
  21. 21. IO3: Interactive games for mobile learning 1. Math game 2. Pair cards 3. Labyrinth 4. Car racing 5. VR shop 6. Kitten game 7. Team working and team building (“Minecraft”) 8. Following the instruction to solve the problem (“Minecraft”) 9. Sequence 10. Into the forest 11. Memori 12. Weekend wonderland
  22. 22. Math game
  23. 23. Car racing
  24. 24. Labyrinth
  25. 25. Manage yourself
  26. 26. “Team working and team building” “Following the instruction to solve the problem” (“Minecraft” based)
  27. 27. VR Shop
  28. 28. Weekend wonderland
  29. 29. Weekend wonderland
  30. 30. Into the forest
  31. 31. Sequence
  32. 32. Memori
  33. 33. IO4: Trainers’ manual • describes the hardware / software requirements that our suite of games requires • guides the trainers/teachers/pedagogical staff on the implementation of the pedagogical methodology implemented during the development and implementation of the games scenarios (reference to IO2) • provides guidance on the used instructional approach for practical implementation of the serious games at classroom settings
  34. 34. IO4: Trainers’ manual • guides trainers, teachers and pedagogical staff on how novel ICT solutions such as serious educational games are to be used in combination with and complementary to existing teaching practices and materials, so as to form a complete learning experience • provides ethics and consent forms which must be used during the pilot implementation phase • provides pre- and post- assessment forms in terms of acquisition of social and cognitive competences as well as post-assessment via a feedback questionnaire (Likert scale)
  35. 35. IO4: Trainers’ manual (content) I.Purpose of the manual II. Game based learning and its impact on the inclusive education of students with learning difficulties • Social context • Educational context • Organisational context • Technical context III. ISG4Competence curriculum for support acquisition of social and cognitive competences and its implementation.
  36. 36. IO4: Trainers’ manual IV. Measurement impact tools • Recording sheet per student • Impact assessment questionnaire for current status of social and cognitive competences of the student with learning difficulty • Communication skills • Cooperation • Conflict resolution • Self-esteem • Self-control • Assertiveness • Post-test Likert scale questionnaire
  37. 37. IO4: Trainers’ manual V. Consent forms • Ethics • Parent/Teacher/Trainer Information Sheet • Participant Information Sheet/Script and Consent • Teacher/Trainer consent • Parent/Guardian Statement of Consent for the student
  38. 38. IO5: Usability evaluation • Recording sheet • Impact assessment questionnaire • Post-test Likert scale questionnaire • Pre-assessment of social and cognitive competences • Post-assessment of level of social and cognitive competences • Case studies • Piloting reports from each country
  39. 39. IO6: Collaborative mobile learning platform • An accessible multilingual mobile learning platform, operated under the open source system • SCORM compliant. • Design and content specification of the mobile learning platform based on stakeholder requirements identified in IO1 and extended based on series of pilot tryouts. •
  40. 40. Thank you for your attention!