Edutainment is Dead - long live educational games
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The document discusses how edutainment games have failed and educational games can succeed by focusing on good game design rather than just adding an educational element. It argues that educational games should embrace freedom, playfulness, teaching relevant skills, and use user-centered design rather than seeing the educational aspect as an excuse for poor game quality. Educational games are challenging to create but can help players learn in an engaging way like solving problems in video games.
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This document discusses game-based learning (GBL) and gamification in education. It defines game mechanics as rules and feedback loops intended to produce enjoyable gameplay. Common game mechanics mentioned include points/XP, levels/leveling up, achievements, and quests. The document also discusses concepts like flow, fiero, and affinity groups in gamified classrooms. Characteristics of a gamified classroom mentioned are starting students at level 0 and allowing them to level up to an A through quest-based learning. Different types of games for GBL are also listed such as tabletop, digital, and mobile games.
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Questions or Comments? Contact me:
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http://www.twitter.com/autnes
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Moreover, we'll explore ways of taking the games further and make them into data that you can outreach and also how to make this content evergreen.
Can Game-Based Learning Improve Learning Impact?
During the past year, there has been much discussion about learning gamification and game- based learning. Is all of the hoopla just a passing fancy, or is there substance to games as a learning strategy?
In this session, Dr. Karl Kapp and Bryan Austin will summarize the research supporting learning games. They will differentiate between learning gamification and game-based learning, share the rationale for leveraging games to increase engagement, and provide the business rationale used by organizations to implement game-based corporate learning. Finally, this session will outline research under way to benchmark the performance impact of game-based e-learning versus other modes of training.
At the end of this session, attendees will have a clear idea of where learning games fit in their training strategy and their potential value in improving workforce performance.
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Evaluate training techniques, i.e. game-based learning.
Develop, select and implement employee training programs to increase individual and organizational effectiveness.
Evaluate the effectiveness of employee training programs through the use of metrics.
Develop and utilize business metrics to measure the achievement of the organization’s strategic and performance goals and objectives.
Develop qualitative and quantitative methods and tools for analysis, interpretation and decision-making purposes.
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Gamification involves using game design elements in non-game contexts to drive engagement and participation. It can be an effective process for changing behaviors by appealing to human motivations. Examples of gamification include using points, leaderboards, and badges to motivate behaviors like increasing physical activity or recycling. Effective gamification design considers elements like feedback, fun, clear goals, and ability levels being appropriately matched to challenges.
Comic Book
SillyMonkey LLC is promoting game-based learning and provides game materials to help achieve training goals like increased learning and attracting attendees. They discuss strategies for implementing game-based learning and cite a quote about ensuring the potential learning justifies the work. The document also defines games, lists game types, and outlines key game mechanics and components that make games engaging learning tools.
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Games can help - they put people at ease, providing a framework and safe space for expressing deeply held, complex motivations. We’d like to share a game we developed for just this purpose - the Barriers to Change Cards. Use the cards to explore a variety of ways to play the game and how to use the results to improve change management outcomes.
XPLANE Director of Consulting Stephanie Gioia and Consultant Nina Narelle hosted a session at the Association for Change Management's annual conference, Change Management 2016. This year, their hands-on, interactive session was titled "Games for Change: A Human-Centered Approach for Diagnosing Organizational Barriers".
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Andrew Hughes - Gamification vs. Game-Based Learning
Gamification involves using game mechanics and thinking in non-game contexts to engage users and solve problems. It uses points, levels, progress bars, leaderboards, and badges to motivate behavior. Game-based learning involves using games to motivate learning. It places learning activities within a game's storyline and fantasy context. Game-based learning aims to engage users and provide immediate feedback and rewards to support cognitive learning. Examples include using motion tracking, augmented reality, and immersive experiences to create educational games. Best practices for gamification and game-based learning include focusing on learning objectives, using rewards systems, testing designs iteratively, and measuring outcomes and return on investment.
Introduction to Gamification VS. Game-Based Learning (GBL) - Make An Engaging...
September 17, 2013 - My Training Presentation prepared for educators at Colorado Community College System (CCCS).
Access this Slideshow: http://bit.ly/gamifyvsgbl
Questions or Comments? Contact me:
sherryjones.edtech@gmail.com
http://www.twitter.com/autnes
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The document discusses game-based learning and proposes using a combination of games to keep students engaged. It suggests using a large multiplayer game like Minecraft as the main classroom game, with smaller mobile games used periodically throughout the year. This would maintain student interest by introducing new hype with each new game. The document provides examples of how Minecraft and geocaching could be modified to incorporate educational objectives and assignments to reinforce classroom learning.
Engaging Kids in Learning: game based learning and gamification in education
Talk at Digital Kids Edu about engaging kids in learning using various forms of games: open ended play, game based learning and gamification
By Pierre Le Lann Co General Manager and Co founder, Tribal Nova, a Houghton Mifflin Harcourt company
Get your head in the game
As a Digital PR firm we use several techniques to get the attention of journalists, but there's one of them that I haven't seen being used a lot by brands outside of digital PR and that's games.
You might think that a game is not suitable for every type of product, but during my talk I'll show several examples on how you can advertise your brand and grab the attention of your audience and the media by "gamifying" your content.
Moreover, we'll explore ways of taking the games further and make them into data that you can outreach and also how to make this content evergreen.
Can Game-Based Learning Improve Learning Impact?
During the past year, there has been much discussion about learning gamification and game- based learning. Is all of the hoopla just a passing fancy, or is there substance to games as a learning strategy?
In this session, Dr. Karl Kapp and Bryan Austin will summarize the research supporting learning games. They will differentiate between learning gamification and game-based learning, share the rationale for leveraging games to increase engagement, and provide the business rationale used by organizations to implement game-based corporate learning. Finally, this session will outline research under way to benchmark the performance impact of game-based e-learning versus other modes of training.
At the end of this session, attendees will have a clear idea of where learning games fit in their training strategy and their potential value in improving workforce performance.
Learning objectives
Evaluate training techniques, i.e. game-based learning.
Develop, select and implement employee training programs to increase individual and organizational effectiveness.
Evaluate the effectiveness of employee training programs through the use of metrics.
Develop and utilize business metrics to measure the achievement of the organization’s strategic and performance goals and objectives.
Develop qualitative and quantitative methods and tools for analysis, interpretation and decision-making purposes.
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This document discusses serious games and their benefits for learning and engagement. Serious games effectively immerse learners through exciting and engaging experiences. They allow players to experiment safely and see the outcomes of their decisions. Detailed measurement in games drives self-awareness and improvement. Games match how adults naturally learn through experiential and problem-based learning. Research shows retention is highest when learning involves doing a simulation or game compared to traditional lectures. Badges in games serve important psychological functions like goal-setting, status/reputation, and group identification. Gamification relies more on psychology and user experience design than game design itself.
Gamification how and why it may be useful - slide share
Gamification involves using game design elements in non-game contexts to drive engagement and participation. It can be an effective process for changing behaviors by appealing to human motivations. Examples of gamification include using points, leaderboards, and badges to motivate behaviors like increasing physical activity or recycling. Effective gamification design considers elements like feedback, fun, clear goals, and ability levels being appropriately matched to challenges.
Comic Book
SillyMonkey LLC is promoting game-based learning and provides game materials to help achieve training goals like increased learning and attracting attendees. They discuss strategies for implementing game-based learning and cite a quote about ensuring the potential learning justifies the work. The document also defines games, lists game types, and outlines key game mechanics and components that make games engaging learning tools.
Gamification Play Learn and Have Fun
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Teaching with Games
This document discusses using videogames for teaching. It provides examples of educational games like Ludwig that teach renewable energy. The document covers game design principles like loops and surprises that create engagement. It also discusses balancing fun and learning, flow theory, and using metrics to improve game design. Overall, the document argues that videogames can be an effective way to transmit formal rules and concepts through hands-on experience in virtual worlds.
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Speech slideshow Jane McGonigal
Jane McGonigal is a game designer who believes that playing video games can solve real-world problems. She thinks that games help players develop skills in problem-solving, cooperation, creativity, determination and teamwork that can then be applied to challenges in the real world. McGonigal argues that multiplayer online games especially allow people to work together toward common goals, as they would in reality.
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This document provides ideas for engaging students in the classroom through edutainment, which uses multimedia like live props, pictures, videos and websites to make learning fun and interactive. It discusses how edutainment could be applied to two biology topics - genetics and animal physiology. For genetics, the teacher would start with pictures of genetic disorders, provide handouts on punnett squares, and show a video on genetic testing. For animal physiology, live lobsters and beetles would be brought in along with pictures, handouts, and website links about anatomical and physiological variations. The goal is to use edutainment to initially grab students' interest and encourage inquiry-based learning.
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Why Playing is the Future for Learning
1) Gamification uses elements of game design like points, badges, and leaderboards to motivate people to learn and complete tasks.
2) Gamification can increase learning completion rates and engagement by tapping into people's intrinsic motivations through fun and social elements.
3) For gamification of learning to be effective, it is important to focus on the user experience, allow exploration and failure, provide feedback, and encourage both social interaction and competition.
Dust Diaries
This document discusses common mistakes made when developing educational games. It notes that separating education and entertainment is a false distinction, and that playtesting, iteration, and including learning specialists throughout development are important. It emphasizes challenging the player through failure and difficulty done right. Overall, the document advocates for developing games that foster curiosity, questioning of assumptions, and transformational learning beyond just knowledge transfer.
Playful learning
The document discusses how games can be used for learning. It argues that games teach skills like mastering mechanics, developing agency, and learning through failure. However, creating effective learning games is difficult and requires an understanding of both learning and game design. Key aspects include setting explicit learning goals, engaging players through challenges, and facilitating mastery and the development of "learning literacy". Overall, the document advocates for creating games that provide difficult but "pleasantly frustrating" challenges to drive engagement and transformational learning.
University of ontario lecture
This document discusses how serious games can be used for positive purposes beyond entertainment. It defines serious games as true games that achieve effects beyond just the gaming experience. Serious games are presented as a better approach than gamification, which is criticized for reducing games and not being realistic. Examples are given of how serious games can be used for health, education, and social change by motivating players, explaining concepts through interactive experiences, and using procedural rhetoric to persuade. Guidelines are suggested to ensure serious games are designed and used ethically.
Video Game Creation KBEA
This document discusses how video games can be effective learning environments that are better aligned with how the brain functions compared to traditional classrooms. It provides examples of early video games and how they have become more complex over time to continue engaging the brain. The document suggests video games can teach problem solving, simulate real-world situations, and increase literacy. It then provides various free and paid options for creating one's own video games and recommends several books on game design for teens.
Video Games in the Library
This presentation was originally presented at the 2011 NCSLMA Conference. It's an update of Video Games in the Classroom.
Games for primary school education
This document discusses using games in primary school education. It begins by defining what games are, noting they involve play, goals, rules, challenges, interactions and feedback. It then explores why games work well for learning, as they meet students in the digital world they are familiar with and provide different ways to learn and feel success. The document discusses using game-based learning and gamification to design games with explicit learning outcomes to practice, retain and apply knowledge on various subjects. It provides examples of online games for different subject areas and skills practice. Finally, it offers tips for educators on integrating games and experimenting with game-based learning ideas.
Games for learning & Role Play Scenarios
This document discusses research on the effectiveness of game-based learning. It summarizes various studies that have found mixed results about games stimulating learning. Some studies found games can develop skills like strategic thinking while others found no significant learning differences compared to traditional methods. The document also notes learners prefer games that are fun, collaborative, and relevant to learning objectives. Game-based learning works best when games are well-designed for learning goals and used as a supplemental tool in a classroom environment rather than replacement for teachers.
On Gamification
This document discusses gamification and introduces some key concepts. It provides a free online course on gamification and a quote about finding fun in any job. It discusses determining if gamification is appropriate and listing objectives. It outlines some aspects of game structure, dynamics, mechanics and components. It also discusses what makes activities fun, ways to measure results, and recommends taking the online course for more details on topics like self determination theory, design rules, and case studies.
Gamification in Education
The theory behind using games to engage students. Does having fun makes you learn faster and better? Can we get trained to become better when we expect a reward? Is gamification a way to build a transactional relationship with your students or is it just fun?
Serious Games Workshop Almere 2012 part 2
What Serious Games are, what a Gamification campaign consists of and some Game Design insights to be applied within different projects (part 2).
Fun and Frustration = Learning and Games
This document discusses the relationship between games, learning, fun and frustration. It argues that games are not just about fun, as fun has a limited lifespan, but can also be pleasantly frustrating. It explores concepts like flow, challenge, reward and failure in game design. It also examines how learning involves failure, doubt, curiosity and making connections. Games can facilitate creation, distribution and assessment of learning. When combined effectively, fun, frustration, games and learning complement each other in a both/and rather than either/or relationship.
Applied Game Design by Example
This document discusses applying game design principles to domains beyond entertainment. It provides tips for designing games for social impact, change, and education. The document emphasizes using cards to represent a complex universe, focusing gameplay on simple mechanics, and keeping stories from overwhelming the core game loop. Applied games are defined as aiming to teach something complex without declaring intentions directly. Designing such games requires balancing gameplay, narrative, and the primary purpose.
UXAustralia 2011: Gamification sucks
Gamification is hot buzzword at the moment; pity it sucks, eh?
Game mechanics and game design techniques have been a much proliferated meme in the UX, IxD, and design worlds as of late (for varying definitions of ‘late’). Touted as a ‘solution’ to the challenge of motivating certain behaviour in users, or making experiences more engaging, sadly these elements of the game development world are often blindly applied without finesse or elegance – akin to to hitting the user over the head with a colourful hammer.
I’ve given countless talks on gamification products, adding game mechanics to services, and motivating and engaging users through glorious interrelated feedback systems. All of it, well — most of it — was wrong.
Game design techniques aren’t applicable to every interaction design situation, but when they are they can make the experience that much more compelling, sticky and entertaining. The situations where they are truly, deeply applicable are few and far between. This session will help you spot those situations.
Using examples from the last half a decade of building gamified and non-gamified services and apps for consumers, this session will show you exactly why gamification sucks, why that’s actually quite a pity, and how you can fix it.
This session is about putting the heart and soul of game design into designing experiences, and using it to focus the well-meaning intention of games in the first place: making stuff more fun! This session is for everyone.
On Gamification
This document provides an introduction and overview of gamification. It discusses what gamification is, using elements of fun to drive results, and how to determine if gamification is right for a particular goal or business objective. It also outlines some of the key aspects of gamifying an activity or process, including structure, dynamics, mechanics, and components. Examples of ways to measure the success of gamification efforts, such as daily/monthly user rates and virality, are also presented. The document recommends taking an online gamification course for an in-depth exploration of topics like self-determination theory, design rules, case studies, and more.
Gamification Strategies How to solve problems, motivate and engage people th...
This document discusses gamification strategies and how games can be used to solve problems, motivate people, and engage learners. It provides examples of why games appeal to people through elements like storyline, characters, and music. Games can create an emotional connection and be used in learning and instruction. The document also discusses how gamification can increase engagement and motivation for learners through elements like points, badges, and leaderboards. Specific examples are provided of companies that have successfully used gamification in their marketing and customer engagement strategies.
Final Presentation on Gamification
Gamification is applying game design thinking to non-game applications to make them more fun and engaging. It uses game mechanics, aesthetics, and thinking to motivate people and promote learning. Common gamification elements include incentives, badges, points, discounts, and feedback. Games provide flow, intrinsic and extrinsic motivation, and an engaging learning curve. Gamification can teach skills, engage learners, help with weight loss and physical therapy. It applies to different domains of learning. Benefits include increased engagement, personalized learning, and helping less communicative students. Concerns include potential for increased violence, forgetting skills, and lack of textbook learning. Gamification works best when the focus is on having fun while learning.
eLearning Chatter session on Gamification
This webinar entitled Moving Gamification Beyond Points, Badges, and Leaderboards was a Q&A as part of the eLearning Chatter's Dialogues series. Participants sent in questions ahead of time and the webinar was structured as a conversation speaking directly to the issues that most interested and concerned the audience.
Digital Games in Education
This document discusses using computer games in education. It argues that games make learning fun and engaging by capturing learners' attention. Games can be adapted to teach language skills and encourage language production as learners enjoy talking about games. The document recommends game genres like interactive fiction, escape rooms, adventures and role-playing games for language learning. It provides guidance on grouping learners, preparing materials, and reflecting on puzzles to support game-based language activities.
Game-Based Learning in Social Studies
The document discusses gamifying social studies education by incorporating elements of video games into classroom learning. It notes that video games effectively engage the brain in ways that traditional classrooms do not, as games require choice-making, problem-solving, feedback, collaboration and allow for iterative learning from failure. The document advocates modifying games or gaming principles to resemble educational content and realities. Examples are provided of serious educational games that could be used for social studies topics like history and civics. Overall it promotes using games to help rewire student brains for more effective learning.
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Mathias Poulsen gives a presentation about his work with CounterPlay, a play festival he started in 2013 to explore play for adults. He discusses CounterPlay as a prototype for a more playful society where people can encounter each other freely through play. Poulsen also talks about how play can contribute to democracy by moving beyond rational discourse and sparking interest and imagination through communal experiences. He emphasizes the importance of cultivating play communities with safe spaces, role models, trust, care, and inspiration to allow open-ended exploration of issues through materials and play.
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#cplaydk #3: Play in Public Spaces
This document announces a Twitter chat about play in public spaces. It provides guidelines for participating in the chat by following and responding to questions with the hashtag #cplaydk. The chat will include questions about experiences playing in public, how it feels to play in public, and how public play impacts views of one's town or neighborhood. It will conclude by asking how to create more playful public spaces.
CounterPlay Webinar: The Power of Play
Presentation from webinar on November 17-2016. Describes CounterPlay, our purpose, the underlying values and ideas of the festival, as well as the theme of CounterPlay '17: "The Power of Play".
Playful Branding
Simon Egenfeldt-Nielsen discusses how companies can use games to strengthen education and branding. He outlines two game projects, Quest for Oil and Cargo Dynasty, that were created by his company Serious Games Interactive for Maersk Oil, Maersk Drilling, and the Danish transportation sector. Both games had educational goals around industry learning while also communicating the companies' brands to new audiences like students. The games achieved massive media exposure and reach, engaging over 225,000 players. Egenfeldt-Nielsen argues that strategic games can be a better medium than videos or donations for communicating complex industries to young people through an integrated learning and branding experience.
The Library as a Public Playground
The document discusses plans for integrating play and games into public libraries in Aarhus, Denmark. It describes several past experiments with play-based activities at local libraries, including family game events, workshops, and design labs involving users. The strategic agenda is for libraries to be more attractive places for children to play. Future plans include expanding play opportunities at the new central Dokk1 library, with dedicated play spaces, toys, and games available throughout. The goal is for libraries to serve as public playgrounds that bring stories and social interaction to life through facilitated play.
At the Intersection of games culture, and business
The document discusses a workshop on customer journeys and online touchpoints. It focuses on capturing and segmenting audiences, as well as measuring and reporting results. The workshop also covers creating profiles and marketing plans using various online channels like websites, microsites, social media, blogs and email to stay connected with audiences.
Online gaming and playful organization
This document discusses the notion of playful organizations and whether online gamers' communities and work organizations can be considered playful. It outlines six values that characterize a playful organizational culture: contingency, agility, equality, teachability, meritocracy, and conviviality. The document presents a sequential exploratory research strategy to qualitatively study 95 Dutch online gamers through virtual-organizational ethnographic research to compare their online gaming communities and work organizations based on factors like age, organizational commitment, time of existence, and competitive rationale to determine the significance of any similarities or differences.
Zombie Based Learning
This document discusses using games and popular media like The Walking Dead and The Last of Us to make education more engaging for students. It describes how one teacher uses The Walking Dead to teach moral philosophy by having students discuss ethical theories in the context of scenarios from the show. Another discusses using The Last of Us and Skyrim to make literature and narratives more meaningful by having students analyze the stories. The document advocates for incorporating games and multimedia sources into teaching to increase student enjoyment of assignments.
Twine Workshop
This document provides instructions for using the Twine software to create interactive fiction by summarizing a source text. It recommends choosing a protagonist from the original text and identifying interesting choices they could make. The document also suggests finding spaces in the source text where additional storytelling could explore themes from the original. As an example, it analyzes potential protagonists, choices, and expansion opportunities that could be used in interactive fiction adaptations of Star Wars and The Princess and the Pea.
Mashing up digital and physical for culture, learning and socialchange
Fiddian Warman founded several organizations and projects related to digital culture, learning, and social change. Some examples mentioned include Corrupted Nature, an art project with 3 punk robots, and projects with Boeing Dreamscapes, the Science Museum, and more. Warman is interested in discussing how digital play and fabrication can extend beyond screens through things like physical interfaces, localization, and natural user interfaces. Warman also describes the Maker's Guild, a membership organization for makers from crafters to coders focused on where digital fabrication can enable radical change.
Norway Algebra Challenge
The document summarizes the Norway Algebra Challenge, an interactive math learning event held in January 2014. Over 36,000 Norwegian students in grades K-12 solved over 8 million math equations in just 1.5 hours of participation. 93% of participating students achieved mastery of the material, with 63% of all participants mastering algebra concepts. The event demonstrated that students are highly engaged and learn effectively using interactive, game-based learning resources and social learning environments. Future events aim to continue improving learning experiences and applying principles of meaningful, respectful, and natural learning design at large scales.
Skeletons in the right closet
To start this presentation, everyone must be seated in the first eight rows with an equal number of people in each row. The document then discusses designing authentic educational games and simulations by identifying key concepts and constraints, situating them in real world activities, problems, or challenges, adding narrative context, prototyping, testing, and refining. An example is given of designing a game where museum visitors must quickly curate an online exhibition for a funding opportunity.
Start talking about what matters...
This document discusses moving the conversation about games away from just discussing the games themselves and more towards what really matters. It is written by someone with 10 years of experience writing about games and 3 years as a professional game developer, who can be found on social media and their blog. The first section is about a book review on the theory of diminishing returns and how games create meaning for people in any way.
Painful Paradoxes of Play
This document discusses eight paradoxes of play. It notes that play allows free movement within rigid structures, and transformative play alters those structures. While play is meant to be fun and enjoyable, it also involves following rules and can involve pain. Play both manipulates players and is manipulated by them. It uses tools and terms that seem contradictory. And the experience of play forms a loop that brings the player back again and again despite these paradoxes.
Making The Classroom More Democratic
This document discusses how education systems can better prepare students for future trends and skills demands through the use of games in teaching. It suggests games can help students naturally develop communication skills, problem solving, collaboration and digital citizenship while allowing more freedom than traditional classroom settings. Specific examples are provided of how games could be used to teach concepts in areas like science, math and modeling real-world problems. The document argues games may be a more natural way for young students to communicate and share ideas compared to traditional classroom settings.
Building a global community of edugamers
Kirsten Campbell-Howes gave a presentation about building a global educational games community. She started designing games by accident in 2011 and launched #LEGup, which has grown significantly with over 700,000 users across 126 countries. #LEGup has also received investments, partnerships with companies like Telefonica and RM Education, and a licensing deal in Japan worth £250,000. Campbell-Howes discussed the growth of the UK educational games community and ambitions to continue growing edugameshub to connect and support others in learning, playing, and growing together through educational games.
Branding through playful interaction
Brands are looking for new ways to get consumers' attention as media and information overload make traditional advertising less effective. Playful interactions that appeal to consumers' sense of curiosity and childhood imagination can create memorable experiences that drive word-of-mouth activity and purchasing decisions. Successful branding strategies think differently by designing playground-like spaces and digital experiences that bring out people's inner child and foster unexpected positive interactions between the brand, consumers, and community in unique places.
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Edutainment is Dead - long live educational games
- 1. Edutainment is dead. Long live educational games! Counterplay Conference 2014
- 2. WHO AM I?
- 4. Machineers
- 5. Teacher for Game Development
- 8. WHY AM I HERE?
- 11. Edutainment
- 13. Gamification
- 14. Ramification?
- 15. Gamification
- 16. Jane McGonigal
- 17. SuperBetter
- 22. I could go on...
- 25. FAIL
- 26. „When you play video games, you solve problems that you wouldn‘t have if you didn‘t play.“ Somebody Smart
- 28. Educational games " can do that too
- 32. Paper, Please
- 36. Good GAME > Game for GOOD
- 37. Gabriel Newell (Valve) „I hate that a lot of people use the fact that they are targetting the educational market as an excuse for not working as hard as the people who are trying to build commercial software.“
- 38. They don‘t make you feel like an idiot.
- 39. Embrace your inner GEEK
- 40. FREEDOM Set your own goals, collaborate, compete, explore
- 41. Playfulness
- 42. Think outside the box
- 44. Making games is hard. Making educational games is harder.
- 45. Question your motivation Why use/make learning games?
- 46. User-Centered Design This is not about you.
- 47. Don‘t panic
- 48. Thank you.
- 49. Contact me! Email: riker@machineers.com Twitter: @Machineers Phone: +45 50 20 84 94 www.machineers.com