The use of Serious Games in Education: A new learning Paradigm

GREAT LX Conference Book

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TABLE OF CONTENTS

Summary ...................................................................................................................................................... 4

The Project .............................................................................................................................................. 4

The constructed scenarios ...................................................................................................................... 9

The wheel does not need to be invented! ............................................................................................ 10

Conviction ............................................................................................................................................. 10

The inspiration is not divine .................................................................................................................. 10

The concept of GREAT LX ...................................................................................................................... 11

How to use the potential of games to change education ........................................................................ 12

Conference Committee .............................................................................................................................. 13

Part I – Conference Themes ....................................................................................................................... 22

Plenary Sessions and Round Tables .......................................................................................................... 23

1. E&T 2020 strategy powered by networks and partnerships ............................................................. 24

a)Partnerships .................................................................................................................................... 24

b)Networks and partnerships ............................................................................................................ 25

c)European Strategy na CML ............................................................................................................. 26

d)Networks and partnerships ............................................................................................................ 26

e)EDEN Network ................................................................................................................................ 27

f)Partnerships in Europe .................................................................................................................... 27

g)PT Learning Working Group - the network in perspective ............................................................. 28

h)Networks and Partnerships Research ............................................................................................ 28

2. Games in Learning; Game Based Learning; Serious Games; Gaming - Findings and appreciations

from recent researches ...................................................................................................................... 29

a)Serious Games/Users Needs Research Results .............................................................................. 29

b)Serious Games ................................................................................................................................ 31

c)Designing Games ............................................................................................................................ 31

d)New ways of learning and teaching ............................................................................................... 32

3)ICT for learning in the EU 2020: Findings and appreciations from recent researches ................... 33

a)ILT for learning in the EU ................................................................................................................ 33

b)MOOCS Methodology ..................................................................................................................... 33

c)When we talking about learning tools, what do we mean? ........................................................... 34

d)What is the point of view to improve education and learning? ..................................................... 34

Parallel Sessions ......................................................................................................................................... 36

1. The MOOC experience : The Bright and the Dark Sides .................................................................... 37

2. Academy Cube Initiative .................................................................................................................... 40

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3. Natural User Interfaces ...................................................................................................................... 41

4. SAPO Campus: Rethinking educational technologies in learning contexts ....................................... 42

5. Ciberescola da Língua Portuguesa ..................................................................................................... 44

6. Technology Enhanced Learning; where are we heading to? ............................................................. 46

7. The Social Learning Revolution .......................................................................................................... 49

8. Linkedin no stop ................................................................................................................................ 52

8. Designing Games, Motivating Students, and Entrepreneurship........................................................ 56

9. Serious Games and their impact in market ....................................................................................... 58

10. Playing games in mobile devices - Portuguese students' preferences .......................................... 60

11. Simulation Videogames ................................................................................................................. 63

12. 2050 Simulator - Do you accept this challenge for Portugal? ....................................................... 65

13. Plagiarism ...................................................................................................................................... 67

14. The use of Serious Games in Education : A new learning paradigm ............................................. 71

15. The GREAT Experience : complementarily on knowledge and skills ............................................ 75

16. Gamification: strategies for interaction and pedagogic assessment ............................................ 79

17. Measuring Results in training: Gamification Metrics .................................................................... 81

Synthesis and conclusions – Coliseum ...................................................................................................... 84

Part II - The Great Partnership .................................................................................................................. 88

Part III – Conference Figures .................................................................................................................... 113

Rapporteurs Team .................................................................................................................................... 120

APG Technical Team ................................................................................................................................. 126

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SUMMARY

Education and training / lifelong learning are prominent figures in Europe 2020

(http://ec.europa.eu/europe2020/europe-2020-in-a-nutshell/index_en.htm) as a

method of promoting smart, sustainable and inclusive growth. However, in times of cri-

sis and change, the austerity measures taken by the EU Member States are having an

adverse effect, acting on investment in education and training. Also for Portugal looking

out of an economic crisis that has taken root deep in amounts not practiced. The possi-

bility of putting lifelong learning as a European Vision for this, is stated, before its powers

or competitive moves and encourages us.

The GREAT LX Conference positioned itself as a Portuguese contribution to influence

European policies for E & T 2020 in its dawn. GREAT LX was, however, in our view much

further than a closing conference of the project. And this story is that here we signal.

Figure 1 - GREAT LX - New ways of teaching and learning in a society revolutionized by

the web

www.greatconference.eu & https://www.facebook.com/ProjectGREAT

THE PROJECT

The Great - Game based Action Research in Education and Learning (E-mail:

[email protected] and http://projectgreat.eu) is a European project which has received

funding from the Leonardo da Vinci program of the European Commission, through the

Agency for the Lifelong learning which aimed to skill trainers and teachers with peda-

gogical methodologies and tools for the proper use of games in the learning process.

http://www.greatconference.eu/

https://www.facebook.com/ProjectGREAT


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Figure 2 – Project Great

It does so by transferring innovation, previously developed in the Project Engage Learn-

ing (www.engagelearning.eu) considered as one of the best European and honored and

awarded at different times and organizations.

The Great research is focused on research & learning for education and training on adult

learning in the workplace.

When in May 2011 prepared the application right there is set a goal LX GREAT this con-

ference to be held in Lisbon and the date’s fruition (15/ 16 September 2013). A feat in

itself embodied terms, if the reader takes into account that we are in a time of great

difficulty for all sectors of E & T in Europe. To do it, was a work of great perseverance

and strong commitment of all, involving many friends / many agents and the knowledge

to make it happen, these European initiatives by lending him perseverance (even obsti-

nacy one may say), love and passion.

The Great had its launch seminar on November 4, 2011 in Isla - Lisbon (online partners

and guests were many Europeans) and its first meeting DP_ Development Partership on

10 and 11 November 2011 in Bucharest, Romania. At this first meeting it was decided

on the workflow, task forces methodologies management, communication planning and

management. Then it was decided to keep the date of the final conference.

The integrated DP is:

APG - Portuguese Association of People Management who led and manage.

FH JOANNEUM University of Applied Sciences - Graz, Austria, who led the research and

transfer of know -how and innovation.

MERIG - Multidisciplinary European Research Institute - Graz, Austria controlled the

quality of the work.

AIF - Associazione Italiana Formatori - Milan, Italy who co - coordinated the piloting of

training products.

The I-Zone Knowledge Systems Romania and Gazy Universitesi, Ankara who led the

spread dissemination working package.

Only very recently the GBL (Game Based Learning) appears as an associated methodol-

ogy to learning through the use of digital games (or web-based) focused on acquiring


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skills than knowledge. GBL is a set of applications, methodologies and approaches that

can help to overcome many of the weaknesses of much of the e-learning and TEL – Tech-

nology Enhanced Learning that is ( still ) perceived as reproducing old patterns of edu-

cational transfer and learning styles using new technologies, rather than building envi-

ronments and contexts of learning business and personalized.

De Freitas (one British researcher of Portuguese descent) believes that "through the cre-

ation of games as metaphors, children and adults can use drama and narrative forms to

imagine and empathize with other people, historical events or potential future scenar-

ios, to try and rehearse skills in safe and secure environments." (De Freitas, 2006, p. 6)

Or saying of our Great principal investigator (Maja Pivec): "The skills and abilities are

attained, the player advances through the game and increments their knowledge."

(Kearney & Pivec, 2007)

The difference is that now the research and study of the underlying results on GBL are

now supported by the thinkers and opinion-makers in the European Commission (read

studies and documents of the JRC / IPTS-http://ipts.jrc.ec.europa.eu/).

And perhaps this is why the GREAT appears much focused on what some (wrongly, since

all human activity is subject to measurement. Cross, 2009) refer to as intangible results:

• Increase the pleasure of learning and teaching through the use of games ;

• Develop an understanding of the potential of games for learning ;

• Develop awareness agents in several European Education / Training fields of the

importance of games as a teaching tool ;

• Contribute to the revolution of the teaching - learning European and shifting

your paradigm Education / Training ;

• Contribute to the strengthening of research on the certification of informal

learning.

Of tangible form and content GREAT is already disseminating accessible to all / as:

• The Catalog of games explored ( with summaries in different languages of the

partners);

• The Online Catalog with comments on every game versed in pedagogical exploi-

tation;

• Structure of workshops and guidelines for raising motivation for learning -based

games (150 trainers and certified teachers in five countries of the partnership ) ;


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• Training Package that includes tools Needs Assessment and game-based learning

( GBL Web Based) and training content in b -Learning.

We note that there is outstanding work produced in related documents that allow me

to emphasize the " state of the art " under the title " Joint Analysis Report" ( in

https://www.dropbox.com/s/yj79jqakh3qjuue/WP2-Report - JointResearch.pdf), pub-

lished in June 2012 and the " dissemination strategy". Another, who had great success

and importance was the one of visual identity manual and also the communication

handbook. On them the partnership innovated and showed signs of new skills to face

this new adventure on learning.

The GREAT LX conference so gained content and quality product to present.

The path was up doing...

At the beginning of 2013 the fieldwork was ready to launch the courses "TTT -Train the

Trainers Training". In a climate of great uncertainty caused by the deep economic crisis

that affected the countries of the partnership it was necessary to appeal to the best of

all of us to get where it is. Twelve courses were conducted and more than 150 new trade

professionals certified in methodology GREAT.

The inspiration and support partnership development was secondary to her a national

team Pteam GREAT / APG (Angela Fernandes, Miguel Toscano, Maria Luisa Corbal; Mar-

cia Gonzalez, Ana Delgado, Luis Cara D’ Anjo, Manuel Peixoto, Jorge Bicho, Ana Conde),

received support from the logistics team ISCTE University in Lisbon (leaded by Profs

António Caetano and Ana Passos) and was driven by the driving force of its speakers

(many of which international) and especially its partners and supporters.

It was in this environment that we worked out to build the GREAT LX.

How to get there?

Key words were: -partnership; communication; sharing; connectivity; information and

knowledge.

Partnership

For the GREAT LX was the word key factor. The network of partners ( associates) was

started in the first weeks of the project and reached Countries like Brazil , India , Hong

Kong , Spain, England , Ireland , Serbia , USA , France , etc. . Emphasis on design place-

ment "in the picture" on the website ETDF (www.etdf - fefd.eu) and Eucis (www.eucis -

lll.eu) having this inclusive, been afforded the integration of a workshop in Brussels dur-

ing the work of its annual Forum with DGEAC. The project won "wings" and flown by

many information networks worldwide. Collaborative work in Portugal was born early


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with seminars for dissemination and training activities and information. Universities in-

volved (Beira Interior, Coimbra, Lisbon), and CIEJD, Repcom, INA, ISS, Modatex, CECOA,

and many companies. So, we create a shared compromised experiences and knowledge

that converged to a GREAT LX conference.

Communication - A critical factor in European projects, we can state it based on own

experience. In 2011, the forms of communication through social networks exploded and

changed processes and ambitions. , Great wanted to be open and sensitive. Hence the

creation date of your Facebook page, your LinkedIn Group, your blog later entry in

google +, etc. and also a restlessness in Europeans vehicles of communication, among

others : the eLearning Europa (today, we migrated to Open Education Europe) ; plat-

form (ADAM and EVE) ; platform ENTER.

We maintained regular positioning in traditional communication channels like: maga-

zines (APG systematically used your Personal Magazine and its newsletter "pessoal-

mente"), TV programs, articles and interviews in newspapers and some scientific articles

in recognized publications and also, very importantly, a positioning Conferences in Eu-

rope. GREAT LX benefited from this penetration and symbolism recognized result of con-

stant work.

Sharing - the GREAT project received much of their partners, friends and Pteam APG,

but also because it gave a lot, taking a position of openness for receiving critical thinking,

and volunteer work (more than 1000 hours are counted). Concealed nothing and every-

thing always revealed for all to follow and take commitment. Innovation is GREAT for a

resultant of constant work and sense of sharing for the renewal ever happening and

there is a systemic renewal and commitment to entrepreneurship. If others benefit from

products and GREAT results, we feel it as value and not as plagiarism.

This sense of sharing remained and was mirror of our way of being in GREAT LX.

Connectivity - not being connected is like there inexistence... that's how it played GREAT

and wanted to build up.

He did it using open tools of communication (social networking) and seeking to link their

partners, doing it regularly, and sometimes intensely through tools like Skype (now and

then google hangouts) or email. So the GREAT LX had its own website and its very spe-

cific newsletter (7 info great were edited between June and October 2013). The data-

base of contacts has grown explosively and GREAT LX used it intensively.

Information and Knowledge - For GREAT project the maximum was to be confident of

turning information into knowledge. Many parts and objects of structured knowledge

are available, far beyond the products that the contract obliges. It was an outcome re-


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solving the efficiency of the DP. In all countries of the partnership some of their repre-

sentatives participated in various forums, conferences, seminars, meetings where their

knowledge and skills were recognized. Several references made to European fashion

ideas, concepts, and works GREAT products. The Conference GREAT LX was the learning

environment and the time where many of these people to know each other and connect.

Learned more with us and us with them more!

Games can change the Education / Training issue, fact and disruptive way, as many gurus

have been saying and the European Commission has indicated. The Great was one of

the champions of this "League of European knowledge and culture" and gave sign of it

in his lectures that end we have appointed at GREAT Lisbon International Conference on

Games & TEL (Technology Enhanced Learning).

Nowadays, organizational efficiency is defined by collaborative networking in a social

environment also it predominantly dominated by the networks.

The exchange of knowledge and experiences (information and knowledge, anyway) is

what makes human brains react in the wright way sense, stimulating the imagination to

the relevant impulse response (innovation).

THE CONSTRUCTED SCENARIOS

Adequate opportunity provided by the current political transition that the European

Commission lives in; transition to the new framework guided by the EU 2020 strategy

with strong changes in the Education / Training /Longlife LearningPlus, that highlight the

Erasmus Plus and Horizon 2020 programs and for more evidence, and the role that these

networks and partnerships will take, almost as an obligation to be able to make use of

European financial funds. Understood it, the opening of the second day at GREAT LX

gave us at the opening roundtable.

The first day was done justice to the importance of social order to create bonds of friend-

ship and awareness among various actors. (Looking forward for partnerships and net-

works). The point of intervention of that day was made by Dondi, Caudio. He recorded

one of the highlights of Design about changes in European policies that matter for a

future face rejuvenating Education / Training / Lifelong Learning in Europe.

On the second day paired round tables on themes Games & TEL parallel sessions (more

than 6 at each time) crossed and very diverse. Realize that in the reports of the various

sessions described later in this book. The results of an assessment (made by survey

structured online) is also factual and relevant information about what happened.

This was the starting point for the production and delivery of GREAT LX.


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In this new world of intangibles, we need to refocus our best contributions. Certainly

undergo invest in strengthening interactions and relationships in our People’s Network.

Being part of a European network, for example, allows us to improve the quality of the

learning, motivation, the ability to innovate and produce more. The project GREAT and

the GREAT LX conference contributed extensively to connect more people and organi-

zations to the learning change movement in Europe.

THE WHEEL DOES NOT NEED TO BE INVENTED!

Two points of reference with excellent results marked the work the GREAT LX: - the Con-

ference Creative Learning & Innovation Market Place (www.creativelearningconfer-

ence.com) which took place in Lisbon on 15 and 16 October 2009 and the eLearningLis-

boa (www.elearninglisboa.com) last of 4 European Conferences.

The European Commission conducted between 2002 and 2007. Benefited from friends

and scholars who make it happen: - Knowledge in Europe. The merit is with them, the

network connection was our mission with great attachment to the demonstration of

teamwork as a lever for the solution.

CONVICTION

Anchored in the recognition of the existence of tools and knowledge that can lead, on

the one hand the non-formal and informal learning, and on the other hand, to Entrepre-

neurship, Innovation and Creativity precursors generate solutions that make us evolve

within this Europe’s multiculturalism by focus on knowledge and culture of their peo-

ples. GREAT LX conference was just a result of this conviction that pursues, perhaps since

the advent of the first reflections on eLearning in Europe back in the late 90s.

THE INSPIRATION IS NOT DIVINE

The context and environment for the Initiative was an impossible hypothesis.

Our friends from the European Commission and our mentors (Roberto Carneiro and

Claudio Dondi) stood by our side and are an example of collaborative action. Though

some cannot be present, they have left testimony (video) and animated discussion

groups on social networks.

Thus, it was "easy" to call up the vast network of the National and International Partner-

ship for a committed and active collaboration involving important figures from aca-

demia, business and public administration, and many of those who "run for pleasure."

A special salience for the Lisbon Municipality and his team of strategy formulation 2020

and a significant number of organizations who wanted to be active and engaged. Na-

tional and European.


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THE CONCEPT OF GREAT LX

Adopting a model of call for disintegration of formal presentations by the speakers, in-

stead posing over comments and fostering dialogue and interpretation, we sought to

convene at Final, the audience and the speakers, in a situation of Coliseum, a single mo-

ment of all are with everyone.

The fact of all parallel sessions having Rapporteurs (a team of 12 experts volunteers led

by Prof.ª Maria José Sousa) that embody this book and to communicate with the speak-

ers and moderators (to coordinate with them, and many were of the Pteam APG /

GREAT) prior to their sessions, doing justice to the collaborative activity and dramatically

reducing the risk of improvisation and " fend ".

A privilege was given on walk the talk over long exposures for speakers or presenters.

A sweaty work rewarded at “posteriori” when it seeks to transform knowledge into ac-

tion, so that it can be reused, making use of the site of the Conference and the materials

produced. (You can check to access that demand)

And, of course, last but not least a real and effective Teamwork.

An event like this does not take place without great enthusiasm and joy of several teams

combined in a single purpose. An effort that surpasses all known the pathway of diffi-

culties, sorrows, limitations and barriers that we face in projects of this nature and on

an environment of great frustration and social and economic setback.

Thus we had, which was a further contribution to the Portuguese Utopia of a Europe of

Knowledge and Culture!

Etelberto Costa

Lisbon, October 5, 2013


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How to use the potential of games to change education

Great LX Conference Keynote Speaker – Claudio Dondi

DING

Game-based learning has been considered a significant approach to increase motiva-

tion of learners for a long time, and ICT has brought a lot of new options to broaden

the range of learning objectives that can be addressed by games.

While, from a pedagogical perspective, a certain consensus exists on how games can

contribute to learning, not equally explored is the potential of games to address some

of the present policy challenges in the world of Education:

shift of educational focus from delivering knowledge sets towards developing

competences for work and life: games can develop process-related competences

in a seamless and entertaining way;

reducing the early school learning phenomenon: games can propose attractive

ways of learning to young people who are frustrated by traditional way of

“presenting and testing” school routines;

innovating assessment practice: games can record and document continuous

performance and enrich the basis of evidence used for learning assessment;

scaling up innovation in school: games, and particularly on line games, allow to

create large communities of teachers and learners, who can be organised in

collaborating/competing teams;

address the issue of cost-effectiveness of education: well designed games, with

high educational value, can address certain learning needs of large numbers of

learners, including adult learners who would have difficulties to access traditional

forms of education.

How can we bring attention of policy makers to the significant potential of games? This

issue will be addressed by the GREAT Lisbon Conference on Games&TEL.

By Claudio Dondi – SCIENTER –

December 2012


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CONFERENCE COMMITTEE

Scientific Committee Biographies

Ana Almeida Assistant Professor at the Faculty of Psychology and Educational Sciences, Coimbra Uni-versity, she has a PhD in Educational Psychology, 2004 (Cognition and Problem Solving), and Master since 1995 (Game, Problem Solving and Learning). She develops teaching functions, research and service to the community (consultation, advice, assessment and psychological interventions). Her interests are around the game-based learning, research projects and intervention supported by technological means. Ana Amélia Carvalho Ana Amélia Amorim Carvalho is a Professor at the Faculty of Psychology and Educational Sciences of the University of Coimbra. She is an author and co-author of several books, book chapters and articles in national and international journals in the field of educa-tional technology and the training of teachers. She has coordinated scientific projects financed by FCT on Games and Mobile Learning. Ana Dias Ana Augusta Silva Dias is the Head of TecMinho e-learning Centre / Minho University Continuous Training Office, managing the development of technologies and pedagogies that can support e-learning and learning innovation initiatives. As an expert her research interests are in European Union policy on IT, e-learning and in Knowledge Management Systems, and in access to and participation in higher educa-tion, with a special interest in the development of Web 2.0, social, formal and informal networks. She has managed a number of large research projects funded by public and private organizations on: eLearning, open educational repositories, policy and practice in access to e-learning and mobile learning in higher education – guidance, counselling and accreditation. She is involved in Minho University team to develop e-learning and blended learning initiatives and personally in touch with senior managers, teachers and technical staff in a wide range of disciplines across different projects of the Academy. Besides her main role in TecMinho is to initiate, manage and evaluate EU projects and to support members of the Academy in the development and manage-ment of their EU projects related to e-learning and LLL initiatives. She has 20 years ex-perience of working with international teams, bringing together institutions from across Europe to work together on common projects. Main Publications in English: 2000, Evaluation of The Use of The Web for Education in Southern Europe and Latin America In: CISAER – Courses in Internet Survey Analysis Evaluation and Recommenda-tions http://www.nettskolen.com/in_english/cisaer/index.html.

http://www.nettskolen.com/in_english/cisaer/index.html


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2001, The Role of the Trainer in Online Courses. In: Actas da II Conferência Internacio-nal de Tecnologias de Informação e Comunicação na Educação: desafios 2001. Pub-lisher: Centro de Competência Nônio Século XXI, Minho University. 2002, Learning Management Systems used in Southern Europe. Ana Dias, Paulo Dias and Pedro Pimenta, In: Web-Education Systems in Europe. ZIFF PAPIERE 118, Fern Uni-versitat, Germany. 2003, From Cognitive Landscapes to Digital Hyperscapes. José Bidarra and Ana Dias. In: International Review of Research in Open and Distance Learning (IRRODL). Pub-lisher: Athabasca University, Canada. 2004, Ecological Strategies and Knowledge Mapping. José Bidarra and Ana Dias. In: Workshop Interactive Visualisation and Interactive Technologies, International Confer-ence on Computational Sciences - ICCS 04 Proceedings - Part III - LNCS volume number 3038. Krakow – Poland. 2005, Teachers and Patterns, Ana Dias, In: The UNFOLD Booklet – Understanding and Using Learning Design, Dainel Burgos &David Griffiths (Eds), Open University of the Netherlands, Heerlen, Educational Technology Expertise Centre. 2008, E-Repository for e-learning - Open Educational Resources Ana Dias and José Carvalho (https://e-repository.tecminho.uminho.pt/) , University of Minho, Braga, Portugal 2009, Achievements Of Mobile Learning Today, Ana Dias, José Carvalho, Desmond Kee-gan at all, Ericsson, Ireland. Ana Palmeira de Oliveira Dr. Ana Palmeira-de-Oliveira completed her Ph.D during 2012 (microbiology) at Univer-sity of Beira Interior, Portugal and MSc. (2009) at Faculty of Pharmacy University of Porto, Portugal. She has vast experience in different areas of microbiology and a special interest for gen-ital microbiota and infections. Ana is microbiology professor at FCS-UBI, Portugal both in Medicine and Biomedicine graduation. Ana´s investigation work is especially devoted to the study of genital infections and to develop new therapeutic strategies to control resistant and recurrent cases. She has been studying natural extracts has possible valuable therapeutic products. Ana is author and co-author of several ISI and Scopus papers and her work has been disseminated in distinct international congresses by both oral and poster communica-tions. Ana supervises several master and PhD works at CICS-UBI and collaborates with other international scientists from Belgium, Sweden, Brazil and Argentine. António Moreira Teixeira António Teixeira is a Professor at Universidade Aberta and a Vice-President of Eden – European Distance and eLearning Network. Ana Margarida Passos Full-time researcher at the Business Research Center (BRU-IUL), Instituto Universitário de Lisboa (ISCTE-IUL). She had her PhD in Social and Organizational Psychology in 2005. Her research interests are related with team leadership and team effectiveness over


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time in different organizational contexts. Her research has been published in a number of relevant academic journals including Journal of Managerial Psychology and Leader-ship. Célio Gonçalo Marques Célio Gonçalo Marques is a Professor at the Polytechnic Institute of Tomar and Vice-Director of the Center for eLearning and also Coordinator for Information Technology and Communication in the School of Management of Tomar. He has been involved in several projects related to information technology in education and has been part of the organization of several events in this area, among them the "Meeting on Games and Mobile Learning." He has a PhD in Educational Sciences and Educational Technology. Dragan Ivetic Dragan Ivetic is a full professor and the head of the Graphics, Interaction and Multimedia (GIM) group in the Computer and Control Department, University of Novi Sad, Serbia. He is consultant on HCI in the Schneider Electric DMS in Novi Sad. Upon completion of the PhD research in the RWTH Aachen, Germany, prof. Ivetic received his PhD degree in interactive computer graphics from University of Novi Sad in 1999. Prof. Ivetic is editorial board member of several international journals. His research and consultancy interests for the past 22 years have been spread between C programming, HCI, computer graphics, multimedia, data compression in medical imaging, gaming, body (parts) track-ing, and avatar facilitated rehabilitation. Fabio Nascimbeni Fabio Nascimbeni has a degree in Economics with an international business manage-ment specialisation and PhD on ICT for Development in the Knowledge Society. In his present position of Director of the MENON Network, he is in charge of business devel-opment, coordination of international working groups, policy advisory and strategic con-sultancy. He has been coordinating more than 30 international research and innovation projects in the fields of e-learning and lifelong learning, as well as a number of interna-tional collaboration actions in fields spanning from Science and Technology, ICT re-search, information society development, educational research. He has been working on assignments by the European Commission (DG Education and Culture, DG CONNECT, Europeaid, DG Research, DG ENTR, DG Employment), as well as collaborating with inter-national organisations such as UNESCO, CEPAL or ITU. He is a member of the Executive Committee of the European Distance and eLearning Network (EDEN) as well as of the Editorial Board of the EURODL Journal. He is the Vice-President of the association New Technologies for Learning, member of the Scientific Committee of the Web Based Com-munities and Social Media Conference, of the Advisory Board of the ABEST Office for Argentina-Europe cooperation in Science and Technology, of the Scientific Board of the Institute for the Relations between Europe and Latin America and the Caribbean. He has actively participated in the setup of a number of international entities such as the MENON EEIG, the European Foundation for eLearning Quality,the VIT@LIS Network.


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Fernando Albuquerque Costa Fernando Albuquerque Costa holds a PhD in Educational Sciences and Psychology de-gree in the Faculty of Psychology and Educational Sciences of the University of Lisbon, where he was a lecturer and researcher between 1988 and 2009. From 2010 performs duties as Assistant Professor at the Institute of Education, University of Lisbon - http://www.ie.ul.pt/ - where he coordinates the MA in ICT and Education. Is deputy di-rector of the journal Education, Training and Technologies http://eft.educom.pt/ Fernando Ramos Full Professor of Communication Sciences and Technologies at the University of Aveiro (UA), Portugal. Director of the PhD program in Information and Communication in Digital Platforms. President of the Board of UNAVE, the UA interface for Life Long Learning. His current research interests include communication in education and training, distance education and webradio in transmedia contexts. He is a consultant for the European Commission and has been active in international cooperation in higher education in Cape Verde, Mozambique and East Timor. Gulsun EBY Most educational games are boring to learners and therefore ineffective, because the game elements usually are contrived. The creators of the game choose what they want to teach first, and then try to invent a game around the subject matter. Rarely is the game entertaining enough to justify its existence independent of its pedagogical value. There is a better approach. First, the subject matter must be analyzed to determine what kind of generalized skills can be mapped from it. Then, similarly, existing games should also be analyzed and placed into a corresponding systematic classification according to generalized skills. The learner can then choose a game to play that both develops the intended skill area, and is enjoyable to the learner. Such an approach, of course, requires a great deal of thought and work for anyone designing the system, but so do all worth-while endeavors. Isabel Maria Fernandes Neto Associate Professor and Pro-Rector at University of Beira Interior where she is responsi-ble for the Office of Educational Development. In the field of medical education she de-velops work related to curricular planning and development using student centered methodologies. The main area of interest is the use of innovative methodologies in the teaching and learning process, namely those that uses technologies to promote a more efficient learning. Jane Hart Jane Hart is the Founder of the Centre for Learning & Performance Technologies at C4LPT.co.uk - one of the world’s most visited learning sites on the Web. She is a Work-place Learning & Collaboration Advisor who provides independent advice on the use of new technologies for business and education, and also offers workshops, coaching and mentoring in the new digital skills required by those working in networked businesses at ConnectedWorkplace.co.uk

http://eft.educom.pt/


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Joel Rodrigues Joel J. P. C. Rodrigues is a professor at the University of Beira Interior (UBI), Covilhã, Portugal, and researcher at the Instituto de Telecomunicações, Portugal. He received a PhD degree in informatics engineering, an MSc degree from the University of Beira In-terior, and a five-year BSc degree (licentiate) in informatics engineering from the Uni-versity of Coimbra, Portugal. He is the Director of the Master degree in Informatics En-gineering at UBI. He is the leader of NetGNA Research Group (http://netgna.it.ubi.pt), the Chair of the IEEE ComSoc Technical Committee on Communications Software, the Vice-Chair of the IEEE ComSoc Technical Committee on eHealth, and Member Repre-sentative of the IEEE Communications Society on the IEEE Biometrics Council. He is the editor-in-chief of the International Journal on EHealth and Medical Communications, the editor-in-chief of the Recent Patents on Telecommunications, and editorial board mem-ber of several international journals. He has been general chair and TPC Chair of many international conferences. He is a member of many international TPCs and participated in several international conferences organization. He has authored or coauthored over 250 papers in refereed international journals and conferences, a book, and 2 patents. He had been awarded the Outstanding Leadership Award of IEEE GLOBECOM 2010 as CSSMA Symposium Co-Chair and several best papers awards. Prof. Rodrigues is a licensed professional en-gineer (as senior member), member of the Internet Society, an IARIA fellow, and a sen-ior member of ACM and IEEE. Jon Arambarri Telecommunications Engineer, MBA Executive and a PhD in Project Management. Now-adays, R&D and Alliances Manager at www.virtualwaregroup.com. He combines his pro-fessional work with Independent expert and lecturer activities for Europe and Latin America (www.funiber.org & www.eadic.com). More than 15 years of proven experience in entrepreneurship and innovation. His re-search interests combine both Telecommunication networks management and ICT ser-vices – Multimedia, 3D Animation & Interactive Virtual Environments. Member of the Steering Board Committee of the European Technology Platform where New Media Content and Networks meet (http://www.nem-initiative.org). Author of several scientific publications and active participant in conferences and semi-nars about the strategic challenges to be covered by ICT. Further information; http://es.linkedin.com/pub/jon-arambarri/1/270/62 Jorge Simões Jorge Simões's has a degree in Electrical Engineering and Computer Science, with Mas-ters in the same area with a profile in Industrial Computers. He also has a graduate de-gree in Business Management. Currently he is attending a PhD program at the University of Vigo in the areas of e-learn-ing, game-based learning and gamification. Is the polytechnic teaching at a private insti-tution and collaborates with Tecla Colorida, the company responsible for developing an online platform of social learning (schoooools.com).

http://www.greatconference.eu/jon_arambarri.pdf


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Contacts: - LinkedIn: http://pt.linkedin.com/in/jmapsimoes - Twitter: @jmapsimoes - Curriculum DeGóis: http://www.degois.pt/visualizador/curricu-lum.jsp?key=3532100724556229 José Reis Lagarto Associated Professor and member of the academic board of the Faculty of Humanities of the Catholic University of Portugal (UCP). Coordinator of the Masters in Educational Sciences, specialization in ICT and Education, developed in e-learning system in the Fac-ulty of Education and Psychology of the Catholic University of Portugal. Teacher in charge of the units of Multimedia and Communication, Media Project Seminar in ICT and Education and teacher-tutor in the subjects of Research Methods in Education, Distance Education & eLearning. Author of three books and various articles related to issues of professional training in distance education schemes. Develops research activities in the area of project design of eLearning and influence of ICT policies in the processes of teaching and learning. Supervisor of research work leading to the attainment of masters and doctoral theses. Member of the coordinating team of the undergraduate pro-gramme in Portuguese Sign Language in the UCP. Leonel Morgado Leonel Morgado is Assistant Professor at UTAD – University of Trás-os-Montes e Alto Douro (Vila Real, Portugal) and researcher at INESC TEC, on the use of virtual worlds in support of education and cooperation. He founded the SLACTIONS conference series, is editorial board member of the Journal of Universal Computer Science, led four research projects funded by the Portugal Telecom group, and was UTAD team leader of two pro-jects funded by the European Commission. Luís Amaral Born in 1960, holds a Ph.D. on Information Systems obtained at University of Minho in 1994. He is Associate Professor at Department of Information Systems in the School of Engineering of University of Minho where he teaches courses on information systems management and information systems planning to undergraduate and postgraduate de-grees. He is also involved in research projects in the area of methodologies for organi-zational intervention activities such as; Information Systems Management, Information Systems Planning and Information Systems Development. Other topics of interest are the adoption process of IT applications by organizations and the curricula for Infor-mation Systems professionals. Since 2005 is the President of the board of directors of CCG - Centro de Computação Gráfica. Pró-Rector of University of Minho between July 2006 and October 2009. President of the National College of Informatics (Order of Engi-neers) since March 2010.

http://www.greatconference.eu/luis_amaral.pdf


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Maria João Gomes Is Assistant Professor at the Institute of Education, University of Minho. Engaged in Ed-ucational Sciences with emphasis on issues related to educational technology in partic-ular with regard to issues of e-learning and distance education and the integration of ICT in the curriculum. Maria José Sousa University Professor, has a PhD in Management and has developed her professional ac-tivities in areas like Innovation, Knowledge Management and Lifelong Learning. She is an author and co-author of several best sellers in ICT and People Management. She has also participated in several national and international projects as part of her research activities, highlighting the Project GREAT, led by APG. She is also frequent speaker at conferences, mainly on the topics of Innovation and Knowledge Management. Massimiliano Andreoletti Videogamer and professor at Catholic University of the Holy Heart in Milan (Faculty of Education). He has a graduation in Pedagogy (Education) and a Ph. D. in Communication and New Technology. His interests are connected with Virtual Reality, videogames, web, and digital media. He wrote texts and articles about video game and education. He worked with young people, teacher and educator about video games’ use, appropriation and consumption in formal and informal learning. Panagiotis Petridis Dr. Panagiotis Petridis is Director of the Masters Programme at the SGI and he is a Senior

Researcher at the Serious Game Institute. Panagiotis is currently involved in EU funded project

titled MASSELTOV, and he is leading two Engineering and Physical Sciences Research Centre

(EPSRC) projects. Previously as a researcher at the SGI he was involved in two EU Proposals

titled ALICE and SIMAULA, and in the JISC Funded project CUSTOMER. Panagiotis has worked

as a Research Fellow in the University of Salford and was involved in EU Funded project titled

MANUBUILD. Panagiotis has had 12 years of experience in working in Virtual Environments,

Human Computer Interaction, 3D Interfaces and Haptic Devices, Pervasive and ubiquitous

computing. He holds a PhD in Computer Graphics from Sussex University titled “Interactions

in Digital Heritage Systems.

Yahsi Yazicioglu Researches on educational computer games are mostly based on the way of learning in game environments and the impact of the games on learners. Educational computer games combine educational learning environments and game concept. Educational computer game design process have similarities with educational media design. In spite of the similarities, educational computer game design models should focus on specific issues for providing effective learning in game environments. For that reason, game de-sign models are needed for designing educational computer games. In this conference, an educational computer game design model is proposed based on literature in accord-ance with the specified components of educational computer game design.

http://www.greatconference.eu/maria_gomes.pdf

http://www.greatconference.eu/massimiliano_andreoletti.pdf

http://www.greatconference.eu/panagiotis.pdf


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Organizing Committee

Etelberto Costa Is a former Senior Navy Officer (Marine Mechanical Engineer). Pos graduate in E&T at University of Lisboa and Northern College (Scotland). Member of the board of APG (www.apg.pt) - the HR PT association. Member of European Working Groups for Future of Learning and LLL Stakehold-ers Forum, Efquel Forum. Vice. President at ETDF –European training and development federa-tion. ( www.etdf.fefd. eu ) In October 2007 he coordinated a partnership for the production of the www.elearninglis-boa.com. For the EU Presidency as the EU eLearning Conference and in 2009 the www.creative-learningconference.com for the AECI - European year of creativity and innovation. Is now organ-izing the GREAT International Conference on Games&TEL 2013 at Iscte-iul.Lisboa. (september) Animator and organizer of a vision for Portugal of Life Long Learning – and founder of the Pt Learning Working Group (lwg@pt – www.lwgportugal.org) last 25 September 2010 and Leader of the www.projectgreat.org promoted by APG and financed by Leonardo da Vinci EU pro-gramme and www.oportunidade2020.eu for the Commission.

Ana Margarida Passos Full-time researcher at the Business Research Center (BRU-IUL), Instituto Universitário de Lisboa (ISCTE-IUL). She had her PhD in Social and Organizational Psychology in 2005. Her research interests are related with team leadership and team effectiveness over time in different organizational contexts. Her research has been published in a number of relevant academic journals including Journal of Managerial Psychology and Leader-ship.

Claudio Dondi Claudio Dondi, born in Modena in 1958 and an industrial economist as a university back-ground, is the President of SCIENTER – a non-profit research organisation based in Bo-logna and active Europewide in the field of innovation of education and training systems – since its establishment in 1988. In this position his main activities are the co-ordination of large national and European projects (observatory, foresight, innovation networks), as well as policy advice and evaluation at regional, national and international level. His other positions include: Vice-President of the MENON Network in Brussels, Secretary General of EFQUEL – the European Foundation for Quality in eLearning, Member of the Editorial Board of the British Journal of Educational Technology. From 2001 to 2006 he has been Vice-President of EDEN – the European Distance Education and eLearning Net-work. From 1999 to 2003 he has been Professor of Human Resources Development at the College of Europe. Maja Pivec Maja Pivec, Ph.D, is professor of Game Based Learning and Learning with Multimedia at the University of Applied Sciences FH JOANNEUM in Graz, Austria. She is editor and co-editor of three book publications in the area of innovative learning approaches. She is guest editor of British Journal of Educational Technology, Special issue on learning from games, May 2007. She was hosting European Conference on Game-Based Learning in 2009. She is initiator of the #SGDSS – Serious Games Design Summer School (www.sum-merschool.engagelearning.eu).


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Her research work is published and presented at more than 90 international conferences and publications. She is co-ordinator, scientific leader or partner in several EU or na-tional founded projects. More about her work and publications on www.majapivec.com


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PART I – CONFERENCE THEMES


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PLENARY SESSIONS AND ROUND TABLES


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1. E&T 2020 STRATEGY POWERED BY NETWORKS AND PARTNERSHIPS

Speakers: Maja Pivec (FHJ); Claudio Dondi (Scienter); Ana Passos (ISCTE); Patrick

Belpaire (ETDF/eApril); António Teixeira (EDEN); Audrey Frith (EUCIS LLL); Luís

Marques (Rede Lwg@pt); Pedro Grilo (CML)

Rapporteur: Maria José Sousa

A) PARTNERSHIPS

Rethinking education: the need to work in partnerships / Lifelong Learning

Audrey Frith began her intervention exploring the definition and the different types of

partnerships, why people need to work in partnerships and what’s behind the partner-

ships.

We can find different kinds of partnerships: in the organizations; civil and European plat-

forms; higher education; and Students organizations.

Partnerships allow the transference of innovation on national and European ground and

ICT enables the access and share of information, but there is a lot yet to be done – we

should have in mind that education and training can be the answers for the crises.

Audrey presented some case studies about partnerships:

• EUCIS-LLL: partnering across sectors

The members of Eucis-LLL should change their practises together and promote de-

bate, create task forces to discuss new ideas/projects and to disseminate infor-

mation.

We should keep in mind the success factors of the partnerships:

Common purpose

Leadership and clear roles

Constructive behaviour

Coordenation and communication

Planning and evolution

These guidelines should be constant and the evaluation is very important. The Euro-

pean Commission has no power on national grounds – Governments themselves

need to implement these guidelines.


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LLL-Hub: transferring this practice at national level

Partnerships between the EU and civil society at EU level with consultation practices

(i.e. Forum). This partnership propose the creation of national stakeholders' Forums

and the creation of conditions to move forward and implement a genuine partner-

ship approach.

There is little knowledge ET 2020 and a lack of consultation mechanisms. However

there are already LLL-Hubs in BE, FR, ES, NL, PT, TK, BU e PL.

It is necessary to look to priorities and to define strategies. This project is a tool to

create new partnerships and to define what will be the future.

Erasmus: transnational partnerships

The Erasmus transnational partnerships has two key: the key 1 – individual’s mobility in

learning and cooperation to innovation and sharing; and the key 2 - strategic partner-

ships: partnerships between E&T’s companies and institutions and international part-

nerships and partnerships among EU countries and even third countries. Learning by

pairs, joint projects, and regional cooperation.

Different types of partnerships can be created across policy areas (youth, social, LLL…),

across levels of governance (EU, Nat, local…), between education and training subsec-

tors, between actors (public, private) and so many others aspects.

B) NETWORKS AND PARTNERSHIPS

In his intervention Cláudio Dondi presented us the networks objectives, features, prob-

lems and solutions. He is a strong believer in networks and partnerships.

There is a connection between networks and projects: The network can generate be-

tween individual and organizations; it can helps the projects to be finished, not always

successfully, but they are available inside of the network and it the network can also

create critical mass, that is very important to shape the future.

Political leaders have an important role, organizing and recognizing the importance of

networks, this is a critical point which is not achieved yet.

Networks are starting to be reliable because of their increasing number and due to the

products that are created in them. Another important factor of networks is that they

need to be independent and strong, to reach EU.

Some issues that emerge from networks:


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- Contests within the network for projects creation and the access of the same

funds/financing.

- The internal procedures of network’s running, which are not always consistent.

- The networks on national level, are many times federations, although some of

them created on EU ground, normally presenting a weak structure.

- There isn’t a national policy, regarding to network’s creation.

C) EUROPEAN STRATEGY NA CML

Pedro Grilo brought us the link among European strategy 2020 and the Lisbon Munici-

pality Projects. He emphasized that the structural funds are a framework to support the

programs that are being developed by the city-council of Lisbon.

The city-council’s decision of anticipating the 2012 strategy, had the goal of integrate

the cities-councils with the European decision. Were identified elements which allowed

the promotion of synergies among the partners and it was requested to them an active

contribution.

The operational programs were subject to negotiation with the EU and approved within

a few months. It was conceived electrical projects directed to the environment sustain-

ability.

The Lisbon municipality applied the EU innovation tools and at the same time, tried to

create a consensus between the different political forces; representations of Higher Ed-

ucation institutions; business associations; personalities in world of culture and society

in general.

The main priorities are investing in competences and skills and the integration of pro-

grams to increase employment and to bring more people to the city, with the aim of

improving their quality of life.

Several tasks were developed in the process:

1- Lisbon, Learning and Research City - structural project: Lisbon, Erasmus;

European Institute of Innovation and Technology (EIT)

2- Search/Learn/and do - majority of the universities are involved in this project

and companies are working with the universities.

3- Conciliation of projects - articulate the national with the European level and

involve the partners to a joint work.

D) NETWORKS AND PARTNERSHIPS

Patrick Belpaire the ETDF (European Training and Development Federation) President

began his intervention saying that learning will become the most important issue in the


27

future and a network can potentiate the learning process. He says that a network is a

place where projects can start, be developed and extend the life of the products created.

There are around 80 learning networks in Europa. It was important to have less networks

and that those networks could share and integrate ideas.

What is EU 2020? There are 4 words that we must bear in mind: SMART – Learn society;

Sustainable (Renovate); Inclusive (all people must be a part of it); and well governed (we

don’t spend in the best way).

The networks should be also based on this words and we should avoid to make complex

networks – the purpose should be to make it easier.

E) EDEN NETWORK

António Teixeira open his presentation with the main goals of the EDEN Network, it di-

versity and also the importance of open Education.

EDEN is a large network about ICT learning/ eLearning. Nowadays there is a diversity of

networks that integrate researchers and companies – we are in the knowledge versus

learning society (knowledge management/ versus learning society), but we could, per-

haps, designate ourselves by the network society – says Professor António Teixeira.

It is important to open education – this is a challenge for society.

Some networks are not effective, it is needed an articulation between their members,

but networks are environments where research projects and other kind of projects can

be developed.

Networks are supported by institutions and should disseminate the information in a fluid

way. They can support individuals and communities and be conveyed through a plat-

form.

Europa is seen as a quality standard – a world Hub, but it is important to introduce di-

versity inside and outside Europe.

F) PARTNERSHIPS IN EUROPE

The main goal of Maja Pivec presentation was the partnerships for projects, funding and

cultural issues in partnerships.

According to Maja networks are a very important organization to put projects and they

are influenced by people’s priorities (people who are part of the network). It is important

to create communities of practice which could use the results of persons who share the

same interests and objectives.


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In 2002 began the first project about games in university. The project was growing and

it was created a special area about games. There were made workshops to teachers

and summer school to create opportunities to professional careers.

The partnership Great is important and we will see how to apply this project to adults

training.

A main goal of partnerships is the possibility to raise funds, but we have many chal-

lenges, dependents on the cultures, environments. However collaboration is important

and the good practices pass from one culture to another.

We have focus on bringing people together from different industries and universities

and also bringing people to summer school. Creating spaces to different sectors and to

create competences for younger generations.

G) PT LEARNING WORKING GROUP - THE NETWORK IN PER-

SPECTIVE

Luis Marques introduces the PT Learning Working Group to the audience, its features

and network members. The network involves a diversity of members: companies; pub-

lic administration; and universities.

The main goal was to create bridges and to connect the experience of the different

members trying to develop joint activities.

H) NETWORKS AND PARTNERSHIPS RESEARCH

Ana Passos presented the academicals vision about partnerships and networks with the

goal to explore the importance of the research at national and European level.

Networks and partnerships are very important themes to research she said and it´s im-

portant the realization of Investigation on national and European level. We need to re-

search how the networks are structured and organized and how they can grow. Another

important issue is the need of existing networks to adapt and be productive.

Recommendations and Conclusions

Fragilities of Networks:

The network sometimes works for itself and not for the society.

Sometimes the network hasn’t a role to fulfil anymore.

Networks and partnerships are the solution to the future, but it is important to set ob-

jectives and its structure.


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2. GAMES IN LEARNING; GAME BASED LEARNING; SERIOUS

GAMES; GAMING - FINDINGS AND APPRECIATIONS FROM

RECENT RESEARCHES

Speakers: Maja Pivec (FJH) Panagiotis Petridis (SGI); Leonel Morgado (UTAD); Vaz

de Carvalho (ISP); Paul Pivec (Pivec Labs)


A) SERIOUS GAMES/USERS NEEDS RESEARCH RESULTS

Maja Pivec presented the main results from a research about serious games. The main

figures are:

• 542 responses from 34 countries - Europe, America, Asia, Africa and Australia

• 76,6% respondents were teachers/trainers GBL is a relevant method for

learning

• 26,2% (111) of private Training Organization are using in 79,7% (153) serious /

educational games: for communication in foreign languages and for the learning

to learn competence.

She also presented the GBL Methodology used that includes: conflict management and

resolutions; social and cultural sensitivity; ethical competences; interdisciplinary and

cross generation learning; sustainable behaviour; learning alone and in groups; and

learning from experts and with peers.

Maja pointed out the expert focus group main conclusions:

- Company needs one stop shopping – do everything in one place (depends also

on the role of the trainer and teachers)

- GBL seems to offer more advantages than disadvantages and can be very

successful if used in an educational framework

- Cooperation between all the actors involved in the process enables to stress the

value of GBL and place it in the framework of a complete training package

- Games need to be culturally adaptable to different countries, different age,

technology, and need to be easily accessible


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Simulations for Professional Training

Design and development of Real-time-3D-Simulation environment, using real world

interfaces, for the training and up skilling.

Example: Fronius Virtual Welding – Virtual training environment for the training of

welders

Contact: DI Jochen Martin

[email protected]

Professional Training for Sport Trainers

A Digital Sports Game for supporting sports / fitness coaches to develop good

coaching principles and strategies for physical conditioning and team training

Serious Sports Game: Reflective Learning, Trial and Error, Critical Thinking & Evi-

dence Based Evaluation

http://www.serious-sports.org/pilot/

Contact: http://www.serious-sports.org/

http://www.youtube.com/serioussportsproject

Project Management for Entrepreneurs

E-Learning and GBL training of Leadership and Time Management competences,

using GREAT training material http://www.projectgreat.eu/

Games used: Dina Dash; Tiny Tower; Sims free play; Carcasone

Contact: Prof. DI Dr. Maja Pivec

[email protected]

Game Based Learning & Serious Game Design

Design and development of serious games, that are focused on learning and good

game-play.

Usage of game mechanics (gamification) to increase motivation and participation in

learning activities.

Contact: Prof. Dr. Maja Pivec - [email protected]

Finally Maja presented the GBL main strengths:

• Students live online in virtual spaces

mailto:[email protected]

https://mail.fh-joanneum.at/OWA/redir.aspx?C=HtFsz1XQe0uZGz6kMweNz1sf0GeGQ9AISaXYYYT9F_Jl1K-be-DVnQt2iSk6Xs0wRQWAqesM2Do.&URL=http://www.serious-sports.org/pilot/

http://www.serious-sports.org/

https://mail.fh-joanneum.at/OWA/redir.aspx?C=HtFsz1XQe0uZGz6kMweNz1sf0GeGQ9AISaXYYYT9F_Jl1K-be-DVnQt2iSk6Xs0wRQWAqesM2Do.&URL=http://www.youtube.com/serioussportsproject

http://www.projectgreat.eu/

mailto:[email protected]


31

• Increased tool kit diversity for teaching, linked with motivation => engaged and

self-reflective students

• Open environment for learning

• Richer learning experience

• Memorising, behavioural patterns, self-esteem

• Contextual learning

• Linking theory and practice

• Instantaneous feedback

• Stimulate pro-active behaviour and participation

…and also the GBL barriers for usage:

• Complexity of activities

• Duration time of game-based activities

• Meeting the learning objectives

• Language of the resources

• Competences of the learners/trainers

• Technical equipment needed/available

• Access to the resources

• Costs

B) SERIOUS GAMES

Panagiotis from Serious Games Institute brought us the experience of this institute and

the examples of Serious Games for Health and Serious Games for Eductaion.

C) DESIGNING GAMES

Paul Pivec as a games designer begun his presentation saying that creating games is a

very interesting experience.

The aspects that must be considered when creating a game are:

• Visual Searching

• Divided Attention

• Decision Processing

• Fine Motor Skills

• Teamwork

Movement based games teach….

• Visual Searching

• Pattern Matching

• Decision Processing

• Peripheral Vision Processing


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D) NEW WAYS OF LEARNING AND TEACHING

According to Leonel Morgado games changed the process and the way we learn. He

presented a European Project developed by UTAD with the goal to put people playing

and creating puzzles.

One of the games was about the chart of rights for citizen – it integrates several simula-

tions with children in working situations, the idea was to teach and learn the chart of

rights for citizen. The game can be used in the classroom or at distance – virtually, just

because the main idea is to change the learning process.

Comments and Suggestions from the Audience

What are the benefits from partnerships?

How can we create a successful partnership?

Conclusions and Recommendations

The main conclusions of this session are that we need to find new processes of teaching

and learning.

Maja main message was “teaching outside the box” - teachers / trainers need compe-

tences to integrate digital games into the teaching. They need to familiarise themselves

with the game-based methods and the games themselves.


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3. ICT FOR LEARNING IN THE EU 2020: FINDINGS AND APPRE-

CIATIONS FROM RECENT RESEARCHES

Speakers: Claudio Dondi (Scienter); Jane Hart (C4LPT.co.uk); António Teixeira

(EDEN); António Bob Santos


A) ILT FOR LEARNING IN THE EU

Claudio Dondi present us the main expectations from technology in learning:

1. Ubiquitous access

2. Inclusion

3. Equality

4. Efficiency

5. Innovation

6. Creativity

7. Transparency

8. Quality

9. Motivation

10. Excitement

11. Personalization

12. Collaboration

In order to rethinking education we must have in mind a reference to quality, and a focus

on sharing data. The main goal is open up education and open education resources and

create policies for ILT (Information and Learning Technologies).

Whatever we achieve at this time, did we improve collaboration and inclusion? And are

we adopting technology to be more transparent.

The policies are managed by people who are not very familiar with technology and the

European commission must introduce tools to develop projects with different sizes and

approaches – we need consistency and innovation.

The existing norms and quality aspects are often ignored or marginalized and we have

the still existing credibility issue.

We need to stop and think what we have reached promoting professionalization of the

staff, engaging participation and the integration informal learning – as main obstacle we

have the discontinuous policy input at national levels.

B) MOOCS METHODOLOGY

António Teixeira sys that the methodology of MOOCS may not be the most appropriate

because it usually has been focused on lessons from recognized teachers based on video


34

lessons. We think that is a kind of maximum valorization of the teacher, as the only key

to learning.

However The MOOCS have a great social impact. When we think of MOOCS we are talk-

ing about the traditional method of learning that is transferred to the online environ-

ment.

The leadership has to create a path of continuous change. Innovation is an investment,

and if we do not develop an innovative culture, we cannot be too innovative.

C) WHEN WE TALKING ABOUT LEARNING TOOLS, WHAT DO WE

MEAN?

For Jane Hart it is important to create a list of learning tools. Does twitter can present

itself as a learning tool?

The issue focuses on observing how we use these new tools in the learning context,

taking into account innovation and creativity.

Indeed, people use a plurality of web 2.0 tools as learning tools. But how do we use

them? The future is to find new tools, and the challenge is to know how to integrate

them into the classroom.

If we cannot use technological tools, we cannot unlock the complex of what kind of

tools can be used.

We have to raise the consciousness among teachers and students, and prepare them

constantly, because there is no Framework, but is a continuous work.

D) WHAT IS THE POINT OF VIEW TO IMPROVE EDUCATION AND

LEARNING?

António Bob Santos initiate is presentation saying that the future of educational policies

is difficult to define, but if we look at the Lisbon strategy, we observe that there is an

effort and an orientation to the common vision of educational policies with respect to:

innovation, information technologies and communication, as well as their own educa-

tional policies.

For example, the egovernment can see the attempt and effort to implement these pri-

orities, corroborating what was also commented by Claudio Dondi.

Innovative policies for open government thus focuses on creating innovative infor-

mation circles.

If we consider that presently individuals have achieved higher education levels resulting

educational policies that have been made. We need to see and examine what policies

best address the current realities of each country.


35

The challenge for the future is to understand:

How can we find new methodologies for defining educational policies? The open inno-

vation can be an answer.


We cannot forget our influence and responsibility to contribute and participate in ed-

ucational policies, and we need to strengthen the social networks work (Networking).

How technology can be a tool for the implementation of information and communi-

cation technologies in education?


The main conclusions of this session are the importance of motivation of teachers and

the importance of the influence on educational policies.

Self-training initiative for teachers is a process that need to be promoted and rewarded,

in order to change the traditional processes of teaching and learning.


36

PARALLEL SESSIONS


37

1. THE MOOC EXPERIENCE : THE BRIGHT AND THE DARK SIDES

Speaker: António Teixeira - EDEN President

Rapporteur: António Pesqueira, AstraZeneca, Portugal

Framework

A major objective of this session was the perception of the reasons why the MOOC had

such a great success and rapid, worldwide, having had an impact beyond the medium

itself. This offer was characterized as being disruptive, changing our practice in relation

to teaching.

Europeans are dominating the market demand MOOCs, but currently do not have any

offer itself, due to successive disjointed responses over the last few years by major Eu-

ropean universities.

The MOOC concept was born in 2008 in Canada, was soon seen as a movement of scale,

massive knowledge building communities and a strong ability to create knowledge and

social collectivism.

But between 2008 and 2010 there were no major breakthroughs or impact this type of

offer. But starting in 2010 the increasing need MOOCs emerge as for a growing audience

that perception ease of access to education of prestige. Being a concept of online edu-

cation at this stage several academic institutions, bodies and organizations want to be

actively involved in the whole process of evolution, where the importance of the pres-

ence of North American institutions is increasingly growing.

In the European case, we witnesses to a constant danger of brain drain and discredit the

entire European university system, that is currently one of the points of discussion by

the European Union.

Given the assumptions set out above, we are faced with the following paradigm: it may

be possible to redesign the MOOC by Europe to fight against the present U.S. hegem-

ony?

The Open University has decided to join the various European institutions of high pres-

tige, to found a joint project of MOOC, in the case of the first pan-European initiative to

MOOCs, with financial support from the European Commission. The Open University has

developed a pedagogical specificity to MOOC, becoming in this way the first university

in the world to take this step.

The MOOCs offered by the Open University are grounded on four pillars; student-cen-

tered learning, flexibility, interaction and digital inclusion.


38

In this pilot project participated in 1000 person, where he highlighted the importance of

quality teaching.

The investment in technology around the platform is not essential, having the European

level, a different teaching context, reigning models MOOC adapted to culture.


What are the benefits on offer of MOOC for the Open University Portugal?

Reasons for the lack of a European level further joint efforts?

Simplicity in not mandatory for carrying out the registration?

Strong demotivation by users in MOOC from organizations that give no guidance nor

follow up where the monitoring is essential to the student.

How can a MOOC be turned into business?

The technology platforms MOOC not highly expensive.

Working together in discussion forums.

Why not resort to groups in person or group of friends who attend the same courses?

Importance in understanding the percentage of Portuguese adherence to MOOC and

distance learning.

The importance of learning in comfort and convenience.

The platform may be offering social sciences?

Possible platform for long-term employment?

There is involvement of Portuguese SMEs?

What is the average size of the companies that are involved?

Confidentiality of training content made available by the companies.


The great advantage of these platforms lies in getting easy to scale innovation in aca-

demic offer, also leveraging a strong reputation of educational institutions and creating

new online business around education and employability. Noteworthy is the case of

edx.org that through the offering MOOC is now considered a global university with ed-

ucational content from leading universities worldwide (e.g. Harvard and MIT).

The discussion around the experiences MOOC , have characteristic point as the growing

importance of united states offer, where teaching models and platform are closed or

semi - open, residing in this respect a strong opportunity for the European offer betting

on pedagogical quality .

We recommend a combination of an effective independent learning with a strong social

dimension, articulating tremendous flexibility for students in distance education.


39

Some universities are adopting MOOC platforms and similar offers in some way but

closed to certain groups, to support the awareness of local teachers and try to increase

the institution's reputation worldwide. A vision advisable to be adopted is the availabil-

ity of study areas involved in social and humanitarian issues in order to be recovered

from the culture of the European Union and increased inter-social connections in the

European context. The question about the success or fallibility of MOOC in higher edu-

cation , have as main objective the need for students of the future seek more knowledge

and learning autonomously at the expense of traditional academic solutions , being

graded solutions of obligation and of little acceptance by the academic communities.

Bibliography

Case Studies of openness in the language classroom, por Ana Beven, Anna Cmmas-Quinn

e Barbara Swahill, da Research Publishing, 2013

Leading the learning revolution, por Jeff Cobb, Amacom, 2013


40

2. ACADEMY CUBE INITIATIVE

Speaker: Liliana Gonçalves - SAP and Academy Cube

Rapporteur: António Pesqueira, AstraZeneca, Portugal

Framework

Currently there are 92,000 unemployed on ICT - information technology in Portugal. This

platform questions what companies need in terms of jobs and the application returns to

the main Portuguese universities.

In this project the differentiation is crucial, where the pre -selection also becomes critical

to success.

Through an initial pre - qualification of candidates available, it is placed after a training

offer provided by companies to which applicants may proceed with the validation of

knowledge and transmit companies developments towards the recruitment process.

The main characteristics are based on: placing online learning; pre-selection; training

partners, privacy of content.

Only the training content is paid, there is also a possibility to offer gaming skills assess-

ment.


Companies increasingly need to fill gaps in technical skills without any resources avail-

able that are able to respond to those needs.

So that companies can form an adequate and that can fill the vacancy that cannot find

qualified resources, the provision of specific training for the role in question is a point

of success and value to the project.


In the Academy Cube lies the uncertainty of support from the government in the solu-

tion found by SAP and partners and clarification before the European university com-

munities.

As an initiative to combat unemployment and retraining of the workforce young Portu-

guese, is expected to be a solution in the short / medium term of great social and eco-

nomic viability.


41

3. NATURAL USER INTERFACES

Speaker: Antão Almada – Ydreams

Rapporteur: Rui Silva, RHMais

Framework

The session was based primarily on the presentation by the speaker, videos of the latest

natural interfaces with application to the context of training and direct application of

the relevant business areas in the Portuguese economic industry. The presentation ad-

dressed how these interfaces provide a role for expanding the information available

about the everyday reality [augmented reality].

The speaker structured its presentation based on a set of exploratory videos on the tech-

nological characteristics and practical implementation of interactive technological solu-

tions to facilitate the understanding and grasp of reality by users. During the session

clarified the evolving nature of these interfaces and their connection was made with the

concept of augmented reality.


Audience participation focus on practical aspects linked to issues of programming, ex-

isting applications and new developments of interactive applications, and other as-

pects like ethical relation to existing interfaces.


The objectives of the session were achieved that was given an overview of natural inter-

faces existing or in development, and explained their practical application in business

development and human skills in different areas, such as medicine, architecture, engi-

neering and hospitality.


42

4. SAPO CAMPUS: RETHINKING EDUCATIONAL TECHNOLOGIES

IN LEARNING CONTEXTS

Speaker: Carlos Santos | Luís Pedro - Universidade de Aveiro

Rapporteur: Marta Sampaio, Unixira

Framework

The presentation approached and discussed how the school can innovate regarding the

adoption of techniques more suited to the needs of the current educational context.

Through a PowerPoint presentation and a very practical component of concrete exam-

ples the audience was led to think about this issue and realize the importance of Web

platforms as a path for communication and sharing of knowledge between peers, be-

tween teacher and student and between school and society


The audience demonstrate some doubts about the contents that the users can put in

the platform SapoCampus, because they are free of rules, and if the school and

teachers had placed obstacles to that. To this questions the researchers told that

they never had problems with it and that the schools never addressed that question


The fact of having a demonstration of SapoCampus platform helped to understand what

it was and how it works.

Principal ideas to retain:

- Kids' Cognition Is Changing—Education Will Have to Change With It;

- School needs to improve new skills in the students using innovation in their processes

to do that;

- Web 2.0 platforms can be an important help leading to better relations between stu-

dents and teachers, between students and between students and the surrounding envi-

ronment.

Site

http://campus.sapo.pt/

http://campus.sapo.pt/


43

Bibliography:

http://www.theatlantic.com/technology/archive/2012/02/kids-cognition-ischanging-

education-will-have-to-change-with-it/Elon University and the Pew Internet and Ameri-

can Life Project

Notley, Tanya M. (2008) Online Network Use in Schools: Social and Educational Oppor-tunities. Youth Studies Australia 27(3):pp. 20-29.Available on: http://eprints.qut.edu.au/14997/1/14997.pdf

http://eprints.qut.edu.au/14997/1/14997.pdf


44

5. CIBERESCOLA DA LÍNGUA PORTUGUESA

Speaker: Ana Sousa Martins – Ciberdúvidas

Rapporteur: Marta Sampaio

Framework

Today we have “always on” kids that perform multiple tasks at same time and use

crowdsourcing to solve problems, using for that informal sources like social networks,

which require huge online search capabilities and capacities to synthesize and to with-

draw the essential information without scattering.

Is school prepared and adapted to answer to the XXI century skills? How to answer to

this challenge?

Platforms Web 2.0, like SapoCampus, can help to transfer informal interaction for school

context with great results in students and teachers motivation.


The presentation was very dynamic, with the audience feeling comfortable to

make interventions during the session.

It was asked if the prevalence of cognitive competencies over the emotional

won`t be dangerous from the standpoint of social relations and Emotional Intelli-

gence. Referring the speakers that the idea of the web 2.0 platforms is to help to

overcome that deficit in nowadays schools giving greater emphasis to the inter-

action and communication, through the side of social networking.

There were also doubts in the audience about the contents that the users can

put in the platform SapoCampus, because they are free of rules, and if the school

and teachers had placed obstacles to that. To this questions the researchers told

that they never had problems with it and that the schools never addressed that

question


It would be interesting to try to apply this type of platforms to adult education.

There was a suggestion in the audience in order to plan these kind of platforms for com-

panies in order to help to manage teams and human resources, creating informal rou-

tines and a place to put contents and to share ideas and suggestions.

The objective of the presentations was completely achieved, the audience was very in-

terested during it and there was a lot of dynamic.


45

Site:

http://www.ciberescola.com/

Bibliography

Knowlton, Dave D.& Knowlton, Heather.(2001) "The Context and Content of Online Dis-

cussions: Making Cyber-Discussions Viable for the Secondary School Curriculum", Pub-

lished by: Dwight Schar College of Education, Ashland University, Vol. 29, No. 4 (Summer

2001), pp. 38-52 . Available on: http://www.jstor.org/stable/41064440

Reeves, T.C., Herrington, J. and Oliver, R. (2002) Authentic activities and online learning.

In: HERDSA 2002 Quality Conversations, 7 - 10 July 2002, Perth, Western Australia. Avail-

able on: http://researchrepository.murdoch.edu.au/id/eprint/7034

http://www.ciberescola.com/

http://www.jstor.org/stable/41064440

http://researchrepository.murdoch.edu.au/id/eprint/7034


46

6. TECHNOLOGY ENHANCED LEARNING; WHERE ARE WE HEAD-

ING TO?

Speaker: Patrick Belpaire - European Training and Development Federation

Rapporteur: Lucília Amorim

Framework

To frame the theme to be developed “Evolution of Technology Enhance Learning” (TEL),

Belpaire began by citing the following sentence “Learning is what most adults will be

doing in 21th century” (Perelman, 1992). This slogan suits perfectly to the necessity that

more and more people have of updating their individual competences, owing to the

constant changes that occur on nowadays society. According to this point of view, learn-

ing is one way that leads to change and education/training is one of many ways.

Continuing this idea, it’s important to refer that evolution and technology convergence

have made appear new services, new technologies and new ways of using them to ed-

ucational purposes. The integration of this new e-learning culture justifies by the alter-

ations that have been happening on hardware grounds, on the management of web

contents, and on the different kinds of applications we have been seeing appearing on

the market throughout the years.

The development of web 2.0 tools were extremely important to the dissemination of e-

learning, because besides supporting this new sort of learning, it has made it easier to

create social networks and learning communities.

This new way of communicate is being more and more used by schools, companies or

even people on their own, that need new ways of interaction ( personal, educational

and professional) , an any time and in any place, and new ways of training and learning

( leaning through disperse contents and e-learning).

E-learning is a current practice and it has increasingly more acceptation, due to the

changing place of working and learning. This kind of e-learning, uses Internet as a mean

to obtain information and the flipped-classroom concept enables us to do it.

Teacher education as a key factor

On his exhibition, Belpaire has showed is kindness with the Flipped-classroom concept

and its application in a classroom. This concept involves a “pattern of education in which

it is transferred all the learning priority to the student” (Bergmann and Sam, 2012) and

reverses the traditional teaching methods.


47

According to this point of view, the teacher has a crucial role on the education of his

students, since with his attitude and innovative pedagogical vision, he can promote the

collaboration and sharing of contents between the students, allowing them to watch

the videos at home and to solve their own problems, put questions and to get feedback

from their teachers in a classroom context (Gannod, 2007).

The importance of the learning environment

The learning environment is very important to the assimilation process and to achieve

good results. The introduction of the image (photos, videos, sounds) in the world of

business causes impact and learning is all about impact provoked.

For instance, Belpaire has referred the Germany case and the fact of being so economi-

cally well-succeeded because it is ruled by “doing and learning”, in other words, alt-

hough it has no learning objectives, it has the ability of discovering, understand and pre-

sent solutions, based on the practice “learning doing”.

In this way, to be updated in this technological era, it is necessary to embrace a culture

of competence, whether it is on an individual ground, or on an organization ground.

Identification of main moments

- The importance of individual competence culture and the organization in a constant

changing world. The Germany success due to the “doing and learning”.

- The teaching environment and the innovative vision of the teacher are fundamental

in students learning.

- Learning focus on the student.

- The introduction of the image in business world causes impact.

- It is fundamental that the business aims are oriented towards the results.

- Should we use Ipads?

- The matter is to know how to use them and how long. The most important is that

the learning would be made through discovery.


To prepare the children or the

adults regarding to I Pad use?

Both. Children need guidance and

learning from the teachers example.

Are we using the appropriate teach-

ing method to each context?

The important is that the children

learn something and realize the

huge range of possibilities.

http://filiparodriguespereira.blogs.ua.sapo.pt/%5Cl%20%22_ENREF_2%22%20%5Co%20%22Gannod,%202007#53%22


48

What is the role of the teacher on

the development of children techno-

logical competence?

The good education of the teacher

and his attitude and excitement is

crucial for the children’s education.


By the content extracted of this session it can be concluded, that learning is really what

the majority of people are doing to face the constant changes which are occurring in

nowadays society. There is growing need of accompanying these alterations which have

been appearing, on hardware ground, on the management of web contents and on the

different kinds of Internet applications, through knowledge research and through the

updating of the individuals and personal competences.

It can also be found that the development of 2.0 web tools has enhanced the diffusion

of e-learning in educational and business institutions or even people on their own,

providing different ways of interaction (personal, educational and professional) and new

ways of learning ( scattered contents and e-learning).

Regarding to the education provided by the teachers, Belpaire defend and recommends

the application of Flipped-classroom in a classroom context. The ideal would be to re-

vert the traditional teaching methods and to get closer of the educational pattern in

which it is given priority to the student learning, having in mind their particularities,

specificities, sorts of interaction and communication.

Bibliography

Bergmann, J. and Sams. A. (2012). What Is the Flipped Class? Retrieved september, 2013,

from http://flipped-learning.com/?p=1073.

Gannod, G. C. (2007). WIP - Using Podcasting in a Inverted Classroom. 37º ASEE/IEE Fron-

tiers in Education Conference - T1A. Milwaukee, WI.

http://flipped-learning.com/?p=1073


49

7. THE SOCIAL LEARNING REVOLUTION

Speakers: Jane Hart - C4LPT.co.uk | Sara Brito - Global Estratégias

Rapporteur: Lucília Amorim

Framework

Jane Hart has directed her presentation based on the change its occurring in the work-

place, this means, supported by her personal and professional experience accomplished

throughout six years, she shows how workers, on this knowledge era, are taking ad-

vantage of a range of new online social tools to work and learn.

Supported by the study “Top 100 Tools for Learning 2012”, the speaker has therefore

presented the 10 most used tools on the personal and professional learning processes,

namely, Twitter, YouTube, Google Docs / Drive, Google Search, WordPress, Dropbox,

Skype, PowerPoint, Facebook and Wikipedia. Twitter is the largest tool used for learning

purposes and allows having relevant discussions and learning with each other, even if

we don’t realize of it.

The analysis made by Hart to web statistics tools suggest that, while education is sup-

porter of social technologies, the business sector has still a long way to go.

The importance of social tools

The emerging of web has changed abruptly the way how people use Internet and inter-

act with each other, with the information and the knowledge. For those who have a web

activity learning will never be the same. It is necessary to have an attitude of constant

resource, organization and autonomy in “doing and learning” and “learning doing”

sense, since they have access to several opportunities for opener educational experi-

ences.

According to Hart, the use of social tools has different aims according to each purpose.

The new entrepreneur tools create opportunities to groups and teams, this is, provide

to the teams the opportunity of sharing information between them. On the other hand

they individually search new learning, share what they have found, find solutions for

performance issues, measure the success and learning, create and know.

Modern approach to social tools

In a modern approach social tools are being used for social integration (activities of so-

cial and cooperative learning) and for knowledge support (online social workshops and

contents support), this is, the learning made in the workplace, through sharing of

knowledge and formal and informal experiences is being more and more encouraged

http://c4lpt.co.uk/top-100-tools-2012


50

and supported. In this process, the only step that should need supervise is the perfor-

mance and improvement change.

Has already said Hart, many persons and teams are breaking free from their learning

platforms and are already self-sufficient. They are guiding their own learning and fixing

their own performance problems, by choosing their own tools and services in order to

make the process easier. The new gold is to help peoples learning and to support per-

sonal knowledge.

Identification of main moments

Most used tools on the personal and professional learning process in 2012: Twitter,

YouTube, Google Docs / Drive, Google Search, WordPress, Dropbox, Skype, PowerPoint,

Facebook e Wikipedia.

The use of social tools is important to be updated, find solutions for their own perfor-

mance troubles, sharing and collaborating, opener educational experiences, measuring

the success, learning, creating e knowing.

Accidental update might help to the most suitable learning.

On a modern approach social tools are being used for social integration and knowledge

support.

Many people are breaking free from their learning platforms and are self-sufficient.


Type of Intervention Answers

What do you suggest it should be done?

You can start making the manage-

ment of your training time.

Don’t online and casual training may

cause a reverse effect?

The important is to learn something

in the workplace. You have to focus

on the practice, because otherwise,

you won’t be able do nothing.


To conclude and before Harts exposition, it can be said that what is happening is a fun-

damental change in the learning way and in the organizations working. The Work Learn-

ing Revolution means that, nowadays, workers may have access to social tools to serve

as learning, performance and your team productivity support, this means, there is en-

couragement to knowledge share and formal and informal experiences, aiming social

integration and knowledge support.


51

As Hart refers, learning in the workplace has underlying “Learning doing” and “Doing

learning”, this means, and the presentation of solutions for practical and performance

problems, which they are facing with.

Many people and teams are breaking free from their learning platforms and are already

self-sufficient regarding to their own learning guidance and solving their own perfor-

mance issues. The new objective is to help peoples learning and to support personal

knowledge.

However, for those who have a web activity, learning will never be the same, since it is

an open education to several opportunities, where constant search, the necessity of au-

tonomy and the work organization predominates.

Webgrafia

http://www.c4lpt.co.uk/blog/

http://c4lpt.co.uk/

http://www.slideshare.net/dvg2011/jhart-social-media-in-workplace-learning

http://www.c4lpt.co.uk/blog/

http://c4lpt.co.uk/

http://www.slideshare.net/dvg2011/jhart-social-media-in-workplace-learning


52

8. LINKEDIN NO STOP

Speakers: Pedro Caramez - LinkedIn Speaker, Trainer and Consultant

Rapporteur: Anícia Trindade – Agency for Administrative Modernization, Public

Institute (AMA.IP)

Framework

LinkedIn No Stop - a Contacts Game show how users could create visibility and position

on LinkedIn and how users could create a relevant profile to self-promotion and busi-

ness.

LinkedIn can be a powerful tool, when we explore it in a creative way. We believe that

this social web network could improve and enhance people skills.

Creative profiles for an impressive impact

When we talk about creative profiles in LinkedIn what are we really talking about? We

mean, an appealing profile that could appear on the top of the LinkedIn searches and

how to develop a powerful network of contacts to gain an broader reach and visibility

prospecting of key contacts, creating an effective acting plan using the right tools of

LinkedIn.

The speaker starts to ask the audience if they have an account on linked in, and then

start to introduce what is LinkedIn, and its main features. The audience was motivated

to learn how to enhance their profile as a powerful tool of contacts.

The LinkedIn profile must be created keeping in mind if you want to submit your curric-

ulum considering a functional resume.

The main question is how to create a profile that enables LinkedIn promote individual

trigger business opportunities, career, and knowledge?

Although in this session LinkedIn have been presented more towards employability ,

several authors since 2009 have seen this social tool able to carry out B2B (Butow and

Taylor (2009 ), Schaffer (2013 ) ) , and may also be used as a tools for startups (Breit-

barth, 2011) .

Why should optimize your LinkedIn?

As a tool for employability, LinkedIn profile must be constructed so as to be able to do

your personal marketing without being in front of the potential employer or partner,

with an objective and credible experiences and achievements. The LinkedIn profile must

be constructed so that the market perceives the advantages and opportunities require

your services.


53

The LinkedIn should also illustrate your skills as results. Instead of noting that you are

trainer in the company “xyz”, you should describe which results you achieve in this year,

or month related to the training of the employees of that company. You could empha-

size how the result was achieved, in a face to face meeting with potential partner or

collaborator.

The LinkedIn profile can be chronological or functional, depending on if you have signif-

icant professional experience, or if you are starting your career. If you have significant

professional experience, you can choose to build a chronological LinkedIn profile, oth-

erwise, make a functional LinkedIn profile.

When you are building your LinkedIn, as a personal marketing tool, you should optimize

it, and have in consideration the main aspects: the presentation of your image. Your

profile picture should also illustrate formality. In optimizing your LinkedIn, you should

also take into account if it is updated, if it contains questionable information.

The key words to be inserted in LinkedIn, must be related to your business area, with its

specialties to facilitate the search for those who are looking for a person like you (can-

didates, partners, investors, etc.. In 2013, the research probed the 10 billion searches.

However, when the user profile is not complete or is not updated, or is careless, the

result will appear on the last position. Indeed, when researching a particular word, there

are people that come in the first place on the search. If the words that the user is search-

ing are in your profile, your profile will appear on the first pages. For your name appears

in the first pages, you must have your profile complete:

1. Indicates the current activity;

2. Two previous activities;

3. Have at least more than 50 contacts;

4. Photography updated;

5. The sector of activity;

6. Industry and location;

7. Described at least 5 skills.

This is the basic requirements to build a complete profile on LinkedIn. So when a po-

tential employer or partner searches for something, the first results that come up are

complete profiles. If your profile is complete, you will appear on the first pages of the

search.

To make sure that your profile appears on the first results, you should put the key-

words of your expertise in some fields on LinkedIn:


54

- Enter the keyword in the title professional (one should avoid placing too gen-

eral or abstract words);

- Be profiled in multiple languages (in order to cover different markets).

Comments and suggestions from the audience

We have three intervention of the audience. The first question was: Why should I cre-

ate a LinkedIn profile?

The second question was: Could LinkedIn prejudice my professional prestige or repu-

tation?

Could we use LinkedIn as a management tool of human resources?


LinkedIn could be a powerful tool for employability, but if you use it at the wrong way,

you might miss the opportunities of connect and knowing people all over the world.

Make sure that your LinkedIn profile is complete, and describe your skills based on the

market needs.

In fact, we have to be aware of the main reasons to invest and create an appealing,

attractive and interesting LinkedIn profile.

For the future, we think that LinkedIn could be explored as a learning web tool, in many

areas, such as: Business, healthcare, social sciences, etc. For example, in the business

area, teachers could create real activities for the students, creating real business envi-

ronments, focusing for example on the following topics: how to develop and create busi-

ness network; how to appeal your business on the web 2.0.; developing your curricula:

how to create an amazing profile on LinkedIn.

Advice: If you want to be known, make sure that is not for the wrong reasons.

Bibliography

Breitbarth, Wayne (2011).The Power Formula For Linkedin Success: kick-start your Busi-

ness, Brand, and Job Search. Austin, Texas: Greenleaf Book Group Press. Available on:

http://books.google.pt/books?id=rI6PkyDtnNwC&lpg=PP1&dq=linkedin&hl=pt-

PT&pg=PP1#v=onepage&q=linkedin&f=false

Elad, Joel (2011). LinkedIn For Dummies. USA: John Wiley & Sons. Available on:

http://books.google.pt/books?id=Ucl_ZNNUUjgC&lpg=PP1&dq=linkedin&hl=ptPT&pg=

PP1#v=onepage&q=linkedin&f=false

http://books.google.pt/books?id=rI6PkyDtnNwC&lpg=PP1&dq=linkedin&hl=pt-PT&pg=PP1#v=onepage&q=linkedin&f=false

http://books.google.pt/books?id=rI6PkyDtnNwC&lpg=PP1&dq=linkedin&hl=pt-PT&pg=PP1#v=onepage&q=linkedin&f=false

http://books.google.pt/books?id=Ucl_ZNNUUjgC&lpg=PP1&dq=linkedin&hl=ptPT&pg=PP1#v=onepage&q=linkedin&f=false

http://books.google.pt/books?id=Ucl_ZNNUUjgC&lpg=PP1&dq=linkedin&hl=ptPT&pg=PP1#v=onepage&q=linkedin&f=false


55

Rutledge, Patrice-Anne (2010). Using LinkedIn. USA: Pearson Education. Available on:

http://books.google.pt/books?id=ei3huk8mYWAC&lpg=PP1&dq=linkedin&hl=pt-


Schaffer, Neal (2013). Maximizing Linkedin for Sales and Social Media Marketing: An

Unofficial, Practical Guide to Selling & Developing B2B Business on Linkedin. USA:

Windmaills Networking. Available on:

http://books.google.pt/books?id=-2KhZvXGzjgC&lpg=PP1&dq=linkedin&hl=pt-


Taylor, Eric and Butow, Kathleen (2009) How to Succeed in Business Using LinkedIn:

Making Connections and Capturing . New York : USA. Available on

http://books.google.pt/books?id=XfXZNucTn6EC&lpg=PP1&dq=linkedin&hl=pt-

PT&pg=PR4#v=onepage&q=linkedin&f=false

http://books.google.pt/books?id=ei3huk8mYWAC&lpg=PP1&dq=linkedin&hl=pt-PT&pg=PP4#v=onepage&q=linkedin&f=false

http://books.google.pt/books?id=ei3huk8mYWAC&lpg=PP1&dq=linkedin&hl=pt-PT&pg=PP4#v=onepage&q=linkedin&f=false

http://books.google.pt/books?id=-2KhZvXGzjgC&lpg=PP1&dq=linkedin&hl=pt-PT&pg=PP1#v=onepage&q=linkedin&f=false

http://books.google.pt/books?id=-2KhZvXGzjgC&lpg=PP1&dq=linkedin&hl=pt-PT&pg=PP1#v=onepage&q=linkedin&f=false

http://books.google.pt/books?id=XfXZNucTn6EC&lpg=PP1&dq=linkedin&hl=pt-PT&pg=PR4#v=onepage&q=linkedin&f=false

http://books.google.pt/books?id=XfXZNucTn6EC&lpg=PP1&dq=linkedin&hl=pt-PT&pg=PR4#v=onepage&q=linkedin&f=false


56

8. DESIGNING GAMES, MOTIVATING STUDENTS, AND ENTRE-

PRENEURSHIP

Paul Pivec – Pivec Labs

Rapporteur: Vanda Vieira, CECOA

Framework

Paul Pivec is an expert on game design, deliver for mobile platforms. He developed apps

for the Game Industry about health, sustainability and inclusion.

The session was focused of how students must present their products targeted to

health, sustainability and inclusion.

Problem solving skills as a simple entrepreneurship approach.

Outcomes: game design for smart phones.

(a) Creating competitive teams - Participants/students shouldn’t work with friends

but with other persons in order to create competitive teams.

Team leaders are programmers, designers and persons with good communica-

tions and management skills.

Mix teams members should have different profiles.

(b) Generating good ideas - Participants must report to the other team members

and ensure the alignment of the target audience, the platform, the concept, etc.

(c) Using blogs - Blogs for teachers/learning purposes are essential since these tools

reinforce the reflection, the development of products and the branding assists

with ownership, entrepreneurship, investments, etc.

(d) Involving experts - Teams should invest in their contact with other experts and

advisers to discuss a variety of topics. Look for a superstar!

(e) Continuing learning - Continuing learning and to conceive prototypes, to test

new concepts and formats, new platforms.

(f) Preparing presentations - Presentations in Pecha Kucha style. To encourage

practices as well as show bad presentations with examples

Comments and suggestions from the audience

Games are not necessary focus on technology. Games can be very simple.

Games are different than simulations and virtual learning environments.


57

Simulations and games are coming to the classrooms; and according to Paul Pivec

it’s important to create the space for those simulations and games in schools.

Design a game can be more attractive to students (University students) than play the

games.

Sometimes teaching based on games are not easy to implement since children’s are

used to think of learning in a formal context. Paul Pivec suggested a changing our

culture: gaming is also learning.


The main conclusions of this session are:

1. Small learning bits are essential;

2. Using blogs because they are a reflection to the learning materials and ask

students to design games instead of gaming… They get more interested when

they design games to other students.

3. Games can be learning as well. Not only playing.


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9. SERIOUS GAMES AND THEIR IMPACT IN MARKET

Speaker: Jon Arambarri - VirtualWare Group

Rapporteur: Vanda Vieira, CECOA

Framework

Virtualware was created in 2004, and it’s located in Bilbao, Madrid and London. Besides

Spain, the company is also expanding to Russia, Italy, Mexico, and more recently, South

America

It’s a team composed by different professionals profiles, focused on creating interactive

scenarios, for cultural, training and health areas

Focus interactive scenarios, for cultural, training and health areas, good commercial re-

sources in order to fit market needs and support participants to explore specific areas

of knowledge:

- Interactive scenarios: museums and cultural areas and environment areas

- Education and training: Simulations

- Health: Physical rehabilitation


Differences between interactive scenarios and commercial games?

Games are conceived to particular scenarios.

Who are «real clients» of those products?

Diverse, for example, Centre of rehabilitations have been good clients of the Health

area.

In general, for commercial purposes products must be more serious.

For some clients, gaming should be more formal than playing.

Games are also different than business tutorials and simulations.

To make a game it must have conflict, a history, a team problem solving.

Simulations are easy way to learn. To play a game you must have a goal. Simulations

are temporary solutions to learn. To play games, people need more time to learn.

Games do not replace teachers.

ICT can help in our work, in our lives. B-learning is a good solution. However, games

do not replace teachers.


59


Enterprises must conceive unique products to address client’s specific needs and the

products must be designed and tested. Products should be continuously improved,

provide a level of quality and uniqueness. On the other hand partnerships with

Universities are essential for the design process.


60

10. PLAYING GAMES IN MOBILE DEVICES - PORTUGUESE STU-

DENTS' PREFERENCES

Speaker: Ana Amélia Carvalho - Universidade de Coimbra

Rapporteur: Susana Almeida, Dianova

Framework

Exhibit the main conclusions of the research work done by Ana Amélia de Carvalho –

University of Coimbra – within the Project “From games to mobile-learning Interactive

Activities” [with the support of Fundação para a Ciência e Tecnologia] about the Portu-

guese Students’ preferences – from 5th grade to higher education – over games in mo-

bile devices.

Stages of the research process:

- Research | elaboration of 4 surveys directed at students of 4 cycles of education (2nd

cycle 3rd cycle, secondary education, higher education) - June-July 2013;

- From a population of 2060 students, 65% play on mobile devices, of which 2nd grade

students are the most frequent users instead of higher education students (68% vs.

57%);

- Players by gender: % of male students much higher than female students, except in

higher education where the trend is reversed.

- The mobile phone is the most used device by students of all ages, and the Nintendo

3DS is the least used.

- Hours dedicated to games /per week/ by gender: average of 7 hours a week per male

student vs. Average of 3 hours a week per female students.

- Relevance of the games features: higher relevance to the graphics and scenarios/ less

relevance to the sounds of games.

- Play alone or online: with exception of higher education, in which there is clearly a

preference of for individual gaming, in all other levels of education the percentage

stands at 50/50.

- Play alone or online by gender: female students of all levels of education clearly prefer

to play alone, while male students of all education levels state a preference for online

gaming, except for higher education students where the trend is reversed.


61

- Who they prefer playing with online: preferences fall on friends and acquaintances –

in teams – rather than with strangers.

- Would like to play games in class: about 80% positive responses.

- What kind of games: 2nd grade students show preferences in the following order:

Adeventure/Action/Sports/Strategy/Simulation; students from higher levels show pref-

erences un the following order: Strategy/Simulation/Adventure/Action/Sports.

- 2nd grande students’ top 5 games, in order of preference: Pou/ Pro Evolution Soccer/

Minecraft/ Subway Surfers/ FIFA.

- 3rd grade students’ top 5 games, in order of preference: Leage of Legends/ Call of

Duty/ Pro Evolution Soccer/ Minecraft

- Secondary education students’ top 5 games, in order of preference: Leage of Legeneds/

Pro Evolution Soccer/ Football Manager/ FIFA/ Pou.

- Higher education students’ top 5 games, in order of preference: Candy Crush/ Angry

Birds/ The Sims/ Flow/ Fruit Ninja.

Ana Amélia Carvalho informed the audience about the next stage of the research. The

question was: “What learning principals are inherent/are incorporated in the students’

favourite games?”


A. "Playing Games in Mobile Devices - English Students ' Preferences”

1 – The audience questioned the relationship between the type of game the students

preferred and whether they liked to play alone or online. The speaker answered with

the possibility of a further observation.

2 – Some people from the audience were surprised with the favorite and most played

games of these older age groups. (About games “supposed to be” for younger ages.)

3.1 – Debated about games for children and internet control and security.

3.2 – Massimilliano Andreoletti stated that the preference for strategy games in-

creases with age, as the most sold games are not suitable for children. The relevance

of the games at the level of socialization in younger age groups was further attested

by the expert as he reports that his students talked about the games before, during,

and after the play.


62


Ana Amélia Carvalho informed the audience about the next stage of the research. The

question was: “What learning principles are inherent/ incorporated in the students’ fa-

vorite games?”

The research results are an excellent basis for future projects within GBL products de-

sign, and are a great breakthrough and an innovation in the national study about gami-

fication.

The expansion of the research field in pedagogical and learning games would bring the

national GBL research to excellence. It is important to bring together all stakeholders of

the gaming and ICT field to define the lines of action that would give games the im-

portance and seriousness they deserve as learning tools. Everyone should be involved

in this; telecommunication companies, schools, students and families, the state, and the

European and national educational politicians, among other stakeholders.


63

11. SIMULATION VIDEOGAMES

Speaker: Massimiliano Andreoletti


Framework

-Presentation of the training project for educators to promote integration through the

use of video games – (S)IMaging your CITY – media, social mediation, citizenship, by Ph.D

Massimilliano Andreoletti – Università Cattolica del Sacro Cuore – Milano – Italia.

- Project developed in Sicilia (Trapani) in the border area of arrival of high migration

flows, being a place where interculturalism is promoted.

- Structure and approach of the project: There was an agreement with local youth

groups (14-30 years) from disadvantaged backgrounds, in order to promote a culture of

acceptance and multiculturality among other young people of the town, creating bridges

between local population and migrants in rendezvous, learning through ICT (method of

narrative stories). There were formed 20 educators in the use of videogames in educa-

tional activities, storytelling, and active methodologies.

- Pfeiffer & Jones, and GBL experiential learning cycles.

- Use of experiential learning cycles – why? Because the learner reflects on his own ex-

perience and behaviour; deals with situations of uncertainty, develops flexibility and

continuous improvement; develops skills in problem solving; increases self-confidence

through self-observation.

- Use of simulation games – why? “Simulations are the core engine of the mind because

they allow us to have a general and local representation, dynamic and flexible of the

different aspects of internal and external reality.”- Anoli & Mantovani, 2011.

- Potential of simulation games – simulation allows us to know the world (external real-

ity); it’s an environment where we can (re) build our “ideal world” at different levels of

action; it plays a critical role in terms of creativity; it allows reflection about ourselves

an projection of our future (internal reality).

- The use of simulation games supports all educational activity since <<the expectations

and the planning that the players have of their future [projected in the simulations],

tend to improve their well-being in the present>>. Klein & Zajac, 2009


64

- How to design a training project based on games? Phase I – Analyze and build the city

(“play” with reality”)/ Phase II – Rethinking the city (“play” with fantasy, dreams, wishes,

aspirations, erasing what they wouldn’t want to exist in their city and adding compo-

nents of their “ideal city”).

- Training products – In the experiential phase, participants designed multiple products

using different ICT tools – simulated cities (SimCity); videos and pictures of the location,

and promoting videos of their virtual cities. At the reporting and analyzing phase, they

discussed and shared their products in groups.

- What problems may occur (viewpoint of trainers) – difficulty at justifying a training

program based on games; limited time to play; need for expert supervision; lack of

knowledge about the industry and the gaming market; difficulty in choosing the appro-

priate games; lack of knowledge/preparation of the GBL (the trainers know the games

from the point of view of the user, but do not know how to apply them in educational

contexts); fear of not knowing how to analyze the results of GBL educational activities;

inability in interpreting the results of the GBL activities (the emotional level, ethic, rela-

tional and cognitive).


1 – The audience exchanged opinions about how hard is for teachers (and society in

general) to acknowledge games as an educational tool and GBL as an effective

method. Massimilliano Andreoletti quoted the opinion of most of the teachers about

the use of games in schools: “I am here to teach, not to waste time!”

1.1 – Andreoletti states that “all games are serious” in the debate of entertainment

games v.s serious games.


Andreoletti concluded once again that teachers and educators in general need training

on the GBL. Given the early state of this method in Europe, awareness is needed to pro-

mote the benefits of this method applied to the field of education, preparing and moti-

vating professionals to the later stage of their technical and pedagogical training.

Defining Serious Games often links to entertainment games, making people skeptical

about them. However, all games can be pedagogical, regardless of what its technical

specifications says about it. For example, any game can be used to develop motor skills,

whether the user is a child or an adult struggling with them. If the statement “all games

are serious” by Andreoletti is taken in consideration and is introduced to a large group

of people, teachers and trainers, it can take us to a different dimension of the perception

of these education and training professionals.


65

12. 2050 SIMULATOR - DO YOU ACCEPT THIS CHALLENGE FOR

PORTUGAL?

Speaker: Allen Vasconcelos, EDP Energy Planning Department


Framework

Presentation of "EDP Simulator 2050" by Allen Vasconcelos - EDP Energy Planning De-

partment. A game of simulation based on GBL that conciliates with energy issues, CO2

emissions and the energy sector of the EU directives.

The simulator features a total of 32 options grouped in four groups: price | energy de-

mand | energy generation or capacity | CO2 emissions.

The objective of the simulator is to achieve the simultaneous minimization of GHG

(greenhouse gases) emissions, the total energy cost and the difficulty of application.

Simulator 2050 is a simplified model of reality that wants to, intuitively and in a teaching

way, communicate the key variables of the energy sector and teach how to achieve the

20% reduction of CO2 emissions target by 2050 compared with 1990.

The game is intuitive, and it’s not required to be an expert in the field to use the simu-

lator.

As time goes by, we increasingly rely on energies but, on the other hand, questions

about sustainability and environmental issues arise.

Four decades to transform the energy sector - (2013 - 2050) - is not a great period of

time given the complexity of this problem.

The simulator was launched in April 2013 and has 2000 visits to date.

There was a request for the internationalization of the Game – Beijing (China) requested

the EDP adaptation to a Chinese reality simulator. This adaptation is not easy to perform

due to the complexity of the China variables and the lack of information about their

energy plan.


The audience asked the speaker whether the simulator would be implemented in

the European market or just in Portugal, getting the answer that it will be released

only in Portugal, China and probably the United States.

They asked if the Simulator 2050 has been distributed in schools. Allen Vasconcelos

said that EDP is currently being scattered in meeting with universities and schools


66

to see how the project can be adapted to energy classes, engineering and manage-

ment.


Given the innovative nature of the Simulator 2050 tool, it is recommended to try it on

different levels of education and vocational training.

Bibliography/ Webgraphy

- Dewey, J. (1938). Experience and education. New York: The Macmillan Company.

- Proudman, B. (1995). Experiential education as emotionally engaged learning. In

K. Warren, M. Sakofs, & J. S. Hunt, Jr. (Eds.) The theory of experiential education.

Dubuque, IA: Kendall/Hunt Publishing Co.

- Experiential Learning Cycles - http://www.experientiallearning.ucda-

vis.edu/why-el.shtml

- Computational social choice http://www.science.gov/topicpages/c/computa-

tional+social+choice.html

http://www.experientiallearning.ucdavis.edu/why-el.shtml

http://www.experientiallearning.ucdavis.edu/why-el.shtml

http://www.science.gov/topicpages/c/computational+social+choice.html

http://www.science.gov/topicpages/c/computational+social+choice.html


67

13. PLAGIARISM

Irene Glendinning | Aldo M. Costa – UBI | Frutuoso Silva – UBI

Rapporteur: Inês Araújo, FPCE UC

Framework

The methodology of this session “Impact of policies for Plagiarism in HE across Europe

(IPPHEAE)”, was a PowerPoint presentation with a Skype intervention by Irene Glendin-

ning, Anna Michalska and Tomás Foltýnek.

Explicit goals:

Identify what is being done to combat plagiarism.

Develop tools and resources.

Capture case studies of good practice

Support intervention for preventing /detecting plagiarism

Recommend ways to discourage, find and deal with plagiarism and academic

dishonesty

Improve standards and quality in Higher Education institutions across Europe

and Beyond

Structuring:

- Introduction and explanation of the IPPHEAE project.

- Explanation of Anton, a software for plagiarism detection

- Survey Outputs (27 EU Countries)

Presentation of Anna’s Research with the title “Plagiarism and national differences. Var-

iation in practice and attitudes towards academic dishonesty among European Stu-

dents”. This project begun to study what students understand about plagiarism and

what can be done to prevent it.

Plagiarism prevention: a serious game under development.

Plagiarism is a serious problem in university assignments, so a way of try to change this

could be thought a game: Gamagio.

Tomás Foltýnek: ANTON Software It can be seen at http://anton.is4u.cz/.

Is a software that runs in an internal data base

and do not need to have plain text stored.

http://anton.is4u.cz/


68

Anna Michalska: PhD research She is doing her PhD research about the differ-

ences over plagiarism across European coun-

tries in terms of attitudes and practices.

Now she are doing interviews with university

students and most of them recognize that pla-

giarizes and that is not very correct.

Irene Glendinning: IPPHEAE IPPHEAE had finished now in September 2013

and shows that:

- There are different ways of interpreting

the plagiarism across Europe countries ,

so have different laws

- There is an inconsistency in

understanding, decision-making, the

process and the decisions taken.

- Both teachers and students recognize

that more training is needed.

- Students report that teachers do not use

the same guidelines.

Frutuoso Silva: Gamagio Gamagio: a serious game platform type with

questions that give points to the player.

Need development in the graphic design. It

are free to test online in http://re-

gain.it.ubi.pt/Gamagio/.


1st Question to Irene Glendinning:

Had been suggested an approach to students in pre university level, can you

clarify?

Students should be trained on how to proceed and what is plagiarism before

University, because they build habits in this level that continues through univer-

sity.

1st Question to Frutuoso Silva:

How they know that choose the right answer?

Through the points that increase.

http://regain.it.ubi.pt/Gamagio/

http://regain.it.ubi.pt/Gamagio/


69

2nd Question to Frutuoso Silva:

Who is the target audience?

University students but also for secondary. It will be free online for play.

3rd Question to Frutuoso Silva:

It was important to include in the game some real situations to make de stu-

dent think if that is or not plagiarism.

In this type of game, platform, is difficult to include that kind of real situation.

But a question true or false type, it is possible. In this kind of game the chal-

lenges have to be small and fast to do.


The results of IPPHEAE project shows that plagiarism exists, students know that they

had plagiarized, but there are differences about what is plagiarism across European

countries.

Is important to look more to plagiarism and begin to train teachers and student to

change this behavior.

Recommendations given by de results of the project:

- Clear and transparent institution-wide policies and systems

- More agreement on what constitutes plagiarism

- Fairness and proportionality of sanctions

- Education and training, staff and students

- Strengthen pre-university and understanding and practices

- It was shown a videogame that can be used to train students about what is

plagiarism. Now, has to be worked on their graphic design.

- Is needed experimentation with players to know if the game achieves the

objectives proposed.

- Is needed to develop the graphic design of the game to be more attractive to

players.

Bibliography

Oxford Advanced Learner’s Dictionary. Plagiarize. http://oald8.oxfordlearnersdictiona-

ries.com/dictionary/plagiarize, 2011.

Plagiarism.org. Types of plagiarism. http://plagiarism.org/plagiarism-101/types-of- pla-

giarism/.

Mary Broussard and Jessica Urich. Plagiarism game. http://www.lycoming.edu/li-

brary/instruction/tutorials/.

http://oald8.oxfordlearnersdictionaries.com/dictionary/plagiarize

http://oald8.oxfordlearnersdictionaries.com/dictionary/plagiarize

http://plagiarism.org/plagiarism-101/types-of-%20plagiarism/

http://plagiarism.org/plagiarism-101/types-of-%20plagiarism/

http://www.lycoming.edu/library/instruction/tutorials/

http://www.lycoming.edu/library/instruction/tutorials/


70

Northern Illinois University. Plagiarism - games. http://www.niu.edu/ai/students/sec-

tion05/games/index.htm, 2005.

Rutgers University Libraries. The cite is right. http://library.camden.rutgers.edu/Educa-

tionalModule/Plagiarism/ .

http://www.niu.edu/ai/students/section05/games/index.htm

http://www.niu.edu/ai/students/section05/games/index.htm

http://library.camden.rutgers.edu/EducationalModule/Plagiarism/

http://library.camden.rutgers.edu/EducationalModule/Plagiarism/


71

14. THE USE OF SERIOUS GAMES IN EDUCATION : A NEW

LEARNING PARADIGM

Speaker: Panagiotis Petridis - Serious Games Institute

Rapporteur: Carla Caracol, BES

Framework

The parallel session of the GREAT Conference, dedicated to "use of technology Serious Games

in Education", took place in the early afternoon of September 16, 2013, attended by just over

25 people in the audience.

The speaker, Dr. Panagiotis Petridis, senior researcher of the Serious Games Institute (UK), over

30 minutes, examined the use of Serious Games in learning context: its premises development

and operation.

Petridis began his presentation by stating that the model developed by the Serious Games Insti-

tute (SGI Model), as a mean of digital education, allows enhancing the teaching learning through

play, the level of development of knowledge and skills through the consolidation of experiences

with impact on individual and collective performance.

Stated purpose of this model is that leverages a global trend, observed in several questionnaires

applied to different environments and / or cultures, which highlights the growing popularity of

video games, especially in youth, and basilar aim to create synergy between reality and verified

need for innovation in the learning process.

Argued that this model , which is developed by the Institute , as a process of learning , has as

main gains on the fact of being conceived in development laboratories specialized in applied

research team , holding also research services and business support , factors , according to the

speaker , inextricably linked to the effectiveness and efficiency of training and education .

Petridis reiterated that SGI Model presents as an advantage in the process of learning support,

including in the field of soft skills, in that it is characterized by being participatory, participant

and agent based multimodal interface, promoting and facilitating changes in the field behav-

ioural.

In developing a project Serious Games, Petridis mentions three important dimensions to con-

sider relevant to the temporal duration of the same: the objectives, the development and eval-

uation, depending on each of the basic principles and tools and techniques used.

For the success of the game, the speaker argues that it is crucial to their development in relation

to specific objectives, learning or not involved and the technology available, and should even be

tailored to the target population. Consequently, reiterated the need for adaptability of video

games, they can exist in different forms: in virtual environments online, with mixed reality, in

simple web solutions, among others.


72

To that extent, and in the course of the design and/or development of the game, it must be

considered the dimensional structure of the same. Thus, the development team has to adapt it,

aligning the important variables to consider, such as learning style preference, the pedagogical

typology, and the specificities of the leader, the situational context and representation.

Moreover, this project design and/or development is not a project stopped, including the time

dimension. It is a project that requires continuous improvement, evolutionary, reshaping itself

whenever necessary, and essential to analyse the participant's own assessment.

Such adjustment shall be continuous and permanent, implying that there is knowledge of what

is right for the customer, in terms of accessibility, audio fidelity, virtual and functional, and so

on. Implying primarily a development and support of end to end that considers the level and

quality of technology acceptance game.

To that extent, it is, for example, the assessment of withdrawal during the game, assessing the

causes which, in turn, can be decisive in terms of continuity, or not, the project funding.

It is therefore crucial to have feedback from users, and they should be heard throughout the

process, and an ongoing challenge for this learning methodology, find out what the best way to

“break the ice” in the interaction with users, following them, wondering Petridis on the possible

usefulness of conducting feedback sessions.

Petridis said that in development of Serious Games, there is another dimension to consider

across, which translates into the need to reconcile and optimize synergies, because there are

different interest groups involved, from pure research in Serious Games to technical commit-

tees, multidisciplinary level, e.g., neuroscience, architecture, psychoanalysis, semantics, etc.,

crucial to consider the fundamental difference between experts and non-experts in the process.

The speaker referred to as main benefits of SGI model that is adaptable and therefore more

approximate to the behaviour of the user, enhance the scale environments by enhancing inter-

action and focus by increasing the motivation and engagement and allow more effective feed-

back in that it is based on visual realism of time.

Also highlighted as a great potential, there is a purpose behind pure entertainment, referring to

examples of successful use of Serious Games in terms of their applicability in the context of

military or medical emergency.

At the end of the session, answering some questions from the audience, Petridis developed

some issues relevant to the subject under review:

Developing Serious Games and training, using this methodology, at the macro level, countries,

have yet little representation, remembering just one example in the field of teambuilding and

leadership, developed at the request of one Foundation and very recent;

At the level of applicability of this model of learning in the development of soft skills business

and/or services identified only one instance in the Massachusetts Institute of Technology, called

" I Can: Decisions you need to do";


73

By using the SGI model in an organizational context, at a more micro level, Petridis reports that

only large companies like IBM and Microsoft are receptive, and already use, for the purpose of

developing behavioural skills. This requires some organizational maturity investment, and also

still too high, and consequently limiting;

Finally, Petridis was asked about the methodology used by the Serious Games Institute at its

research and development in companies, having answered that this approach is particularly ef-

fective always considering the specific context at issue and its defined purpose, seeking a bal-

ance between fun and education/learning.

Petridis ended his presentation introducing proposals for discussion of some of the challenges

that are present on the thematic analysis:

The application of computer games with learning purposes will require changes to the

level of social interactions and the approach to work;

Consequently, there is a huge work to develop and implement the terms of its use in

organizational communities;

You will need to develop new instruments for the feedback, with more realism and visual

current, enhancing their customization and sophistication;

Providing an immersive learning experience, will be a potential mean to greater involve-

ment and motivation in educational support;

In short, with the possibility of developing projects financed about Serious Games as a vehicle

of learning enhancer, this can become a process, in addition to innovative, increasing the gain

on the acquisition and/or development of knowledge and skills, a win / win situation. On the

one hand, notwithstanding the fact that there are no ideal solutions, computer games will com-

plexity the words virtual and increase the quality of graphics in real time, which is an asset for

this industry and, on the other hand, applicability of this model, which enhances the balance

between pedagogy and satisfaction one derives from it, intentions on educational purposes are

achieved in a pleasant way.

Bibliography

Dunwell, I. ; Petridis, P. ; Arnab, S. ; Protopsaltis, A. ; Hendrix, M. ; de Freitas, S. (2011). Blended

Game-Based Learning Environments: Extending a Serious Game into a Learning Content Man-

agement System. Intelligent Networking and Collaborative Systems (INCoS).

Freitas, S.; Liarokapis, Fotis (2011). Serious Games: A new paradigm for education? Serious

Games and Edutainment Applications.

http://ieeexplore.ieee.org/search/searchresult.jsp?searchWithin=p_Authors:.QT.Dunwell,%20I..QT.&searchWithin=p_Author_Ids:37396228400&newsearch=true

http://ieeexplore.ieee.org/search/searchresult.jsp?searchWithin=p_Authors:.QT.Petridis,%20P..QT.&searchWithin=p_Author_Ids:37268051800&newsearch=true

http://ieeexplore.ieee.org/search/searchresult.jsp?searchWithin=p_Authors:.QT.Arnab,%20S..QT.&searchWithin=p_Author_Ids:37704658800&newsearch=true

http://ieeexplore.ieee.org/search/searchresult.jsp?searchWithin=p_Authors:.QT.Protopsaltis,%20A..QT.&searchWithin=p_Author_Ids:37394483300&newsearch=true

http://ieeexplore.ieee.org/search/searchresult.jsp?searchWithin=p_Authors:.QT.Hendrix,%20M..QT.&searchWithin=p_Author_Ids:37529495100&newsearch=true

http://ieeexplore.ieee.org/search/searchresult.jsp?searchWithin=p_Authors:.QT.de%20Freitas,%20S..QT.&searchWithin=p_Author_Ids:37409588600&newsearch=true

http://ieeexplore.ieee.org/xpl/articleDetails.jsp?tp=&arnumber=6132917&searchWithin%3Dp_Authors%3A.QT.Petridis%2C+P..QT.%26searchWithin%3Dp_Author_Ids%3A37268051800





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Petridis, P. ; Dunwell, I. ; de Freitas, S. ; Panzoli, D. (2010). An Engine Selection Methodology for

High Fidelity Serious Games . Games and Virtual Worlds for Serious Applications (VS-GAMES).

http://www.seriousgamesinstitute.co.uk/

http://ieeexplore.ieee.org/search/searchresult.jsp?searchWithin=p_Authors:.QT.Petridis,%20P..QT.&searchWithin=p_Author_Ids:37268051800&newsearch=true

http://ieeexplore.ieee.org/search/searchresult.jsp?searchWithin=p_Authors:.QT.Dunwell,%20I..QT.&searchWithin=p_Author_Ids:37396228400&newsearch=true

http://ieeexplore.ieee.org/search/searchresult.jsp?searchWithin=p_Authors:.QT.de%20Freitas,%20S..QT.&searchWithin=p_Author_Ids:37409588600&newsearch=true

http://ieeexplore.ieee.org/search/searchresult.jsp?searchWithin=p_Authors:.QT.Panzoli,%20D..QT.&searchWithin=p_Author_Ids:37396245500&newsearch=true

http://www.seriousgamesinstitute.co.uk/


75

15. THE GREAT EXPERIENCE : COMPLEMENTARILY ON

KNOWLEDGE AND SKILLS

GREAT Partnership: Manuel Peixoto | Yahsi yazicioglu | Chiara Martinelli |Johann Lais-

ter |Tiago Leitão

Rapporteur: Carla Caracol, BES

Framework

The parallel session of GREAT Conference, dedicated to the "Case GREAT (Games based Re-

search in Education and Action Training)" took place in the middle of the afternoon of Septem-

ber 16, 2013, attended by just over 25 people in the audience.

Present were four speakers who, over 40 minutes, presented the experience of the Project

GREAT in their countries: Portugal, Austria, Italy and Romania. (Turkey was not present)

The first speaker, Manuel Peixoto started the session with the presentation of a video that

demonstrates the fact that, at present, the critical differentiating factor to the success and

productivity growth is the human factor and that due to a higher level of literacy, higher de-

mands and mobility, consequently, lead to the need for reinvention of learning practices for

their effective mobilization and involvement, and one should invest in innovation processes and

methodologies.

According to him, it is on this basis that the Project GREAT was born.

Manuel Peixoto leaned so, then a more specific way, about the methodology GREAT, that part

of a principle based games " day by day," having developed a multidisciplinary , multinational,

in partnership system, building on the success of this industry to the evolution of the learning

process.

It is in this context that the GREAT platform , which aims to foster the development of skills in

teambuilding, team management, leadership and time management (project management com-

petencies), based on the assumption that training will adapt the game to the acquisition and

development of the competence to be achieved, contributing b-learning system to improve its

utilization.

Peixoto said that the critical success factors of this methodology will be multiple , including

proper preparation , mentoring , the fact of learning , having fun , making available a brief state-

ment , objective and clear , a user guide and other materials full support on the platform , as

well as by being characterized by a rapid interaction between tutor and learner.

The second speaker in this session, Johann Laister, was present on behalf of the Project GREAT

Austria.


76

Laister shared with the audience the experience of two pilot tests conducted on the online plat-

form, demonstrating how games can be used in the acquisition and development of manage-

ment skills.

As a result of these experiences, and according to the feedback given by tutors of the same,

stand two important ideas: it is essential to give clear instructions to the user, for whom this was

a first experience on the use of e-learning, and, secondly, rather than being limited to sharing

materials, tutors must respond quickly to the thrill of likes or dislikes, users, learning and acting

with these reactions.

The speaker says we are therefore faced with a methodology based on descriptions and instruc-

tions.

Laister still left an unanswered question for subsequent development: Can be achieved, in fact,

the pedagogical objective of the game through? Because according to the same, the trainees

learned in these pilot tests, but questions remain about whether it can evaluate the result of

this training. How can we assess the impact, the consequences of this?

The third speaker in this parallel session is representative of GREAT experience in Italy, Chiara

Martinelli.

Martinelli began his presentation by referring to the fact that we're dealing with an issue that

involves adult learning from different contexts and environments, from teachers to human re-

source managers, trainers, etc.

Beyond this specific approach to the topic, considering the possible particularity of the audience,

will cumulatively have a need for change in learning and teaching.

This is a difficult path because, according to the speaker , implies change our mind formatted as

teachers / trainers professionals , adopting an attitude " open mind " to the new instruments

available , while facilitating the acquisition and / or development skills .

Sharing the Italian experience in the methodology GREAT, Martinelli said that, initially, ran an

experiment in Milan and, in the short term, there will be a second, in Venice.

Regarding the first experience in Italy, the speaker stated that served mainly to demonstrate to

the trainers that you can do with the use of video games such as the popular "SimCity social"

leading them to verify their effective use, despite we are faced with an audience more experi-

enced and senior.

In the first test the methodology GREAT Italian rider, it can be seen a large interest from partic-

ipants, is denoted a speech rich and passionate, full of suggestions for the use of GBL (Game-

Based Learning).


77

However, some resistance were detected and constraints, despite their importance, as they en-

able learning, in order to improve continuous process.

Some of these constraints arise from problems related to use the base platform, of excessive

time spent on the computer, verifying overload in people, in addition to the fact that the partic-

ipants lose some interest after the discussion face to face on this methodology and to present a

very limited interest in regard to the personality test mode in e-learning-

Martinelli released some topics for future discussion, which were derived from this empirical

experience Italian, related to:

- The time required to learn the game, including the inherent design of the learning curve;

- The experience itself, in terms of flow and permanent questioning;

- The design of training with GBL, to mix/balance requirements with technical knowledge, skills,

and their need assessment;

- The need to provide games and simple devices;

- Encouraged and fostered cooperation inherent in this methodology;

- The use of GBL teams in international/global: how can aid your development and how to rec-

oncile different ways of being and reacting.

The speaker said that, in addition to the base that is relevant in the discussion of the topic, it is

especially important to be judicious and careful in the selection of the specific situation in which

it makes sense or not to use the games.

Absence of optimal solutions , are depending on the context , maturity and technological

knowledge of the target audience , and even if you complete as beneficial and efficient use, it is

always necessary and healthy interaction face to face after this work , as the trainees to feel as

real, this time , being the exchange enhanced learning .

The representative of the Italian experience GREAT also mentioned in his presentation, design-

ing a catalogue of games for 2.0 GBL, which will let you know what kind of tools you can use for

certain specific purposes, more effective than the method " I feel lucky " in search engines, and

complementary to other features such as networking, trainers, organizations, customers, sup-

pliers, etc. .

Martinelli concluded his speech with the idea that the GBL will be a mean to achieve some skills

and if this process is effective, why not play, feeling satisfaction in the process? The secret is to

collect some good examples of use.

Finally, we had a representative of the methodology GREAT Romania, Tiago Leitão.

He began his presentation by noting that the experience in this country is still very insignificant,

in fact that it is very recent , but , this time , the receptivity to the project is large , due to be

looking to what happens in other countries , taking advantage of previous successful experiences

in an attempt to spread strategy .


78

The speaker said that Romania has a new learning culture and that , at this point , having found

a partner for the GBL , the project is expected to start in November 2013 , the trainers are pre-

paring for the introduction of this methodology , an approach bottom up , seeking national

recognition.

The objective set for this country is, for example, in situations typical of recruitment and selec-

tion, one could say that the methodology holds GREAT Project, being recognized as an asset.

Tiago emphasizes the paradigm shift from a professional teacher to an apprentice professional,

considering how I learn, how I teach using a new form of development.

There have been questions from the audience, in short, to note that the four interventions were

performed previously presented a perspective of partnership and complementarily of

knowledge and skills, to share good practices that enhance the use and credibility of GBL, as a

new form of learning throughout life, these being only the first steps towards the success of this

new methodology.

Bibliography

Xavier, Ana (2012). Expert Group Report. GREAT Consortium

http://www.projectgreat.eu/project?l=pt

http://www.projectgreat.eu/project?l=pt


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16. GAMIFICATION: STRATEGIES FOR INTERACTION AND PEDA-

GOGIC ASSESSMENT

Leonel Morgado (INESC TEC/UTAD) | Ricardo Nunes (UTAD) | Daniela Pedrosa

(UTAD)

Rapporteur: Isabel Pinto dos Reis, Just Kidding

Framework

Gamification Strategies for Interaction and Pedagogic Assessment/Expositive and active

method in order to generate a discussion between participants using Pptx/Introducing

a 3-year work aiming to motivate students taking demanding courses to achieve high

quality results/ Presentation with questions at same time to total interaction between

speakers and session participants/ Find a way to help students to overcome learning

difficulties

Several questions arise, when we try to explore the theme Gamification: strategies for

interaction and pedagogic assessment:

How to overcome learning difficulties?

Search for a new method based in reality

Gamification strategies

Sin-programing – goal achieved

Formative evaluation – self and hetero.

In order to improve the learning field these three researchers developed, during the last

3 years, a breaking ground method to aid students improve their work results. After 2

years without a significant uplift they began to use gamification strategies: sin-program-

ing appeared like a solution to the initial problem.

This method is based in 5 key elements: active learning, study routine, formative evalu-

ation, social interaction and “business-like” environment that the researchers recre-

ated “in doors”.

Suggestions from the Audience

The audience asked how were the students evaluated during the program.

The answer from Ricardo Nunes was that they used still the old methods be-

cause they haven´t yet been able to create a new evaluation tool for this par-

ticular type of work. So now they are trying to find a way to rate the students’


80

performance within this new method. However they have given great empha-

sis to oral presentation and self and hetero evaluation.

Soon it will be introduced the “leveling” that will allow to better classify each

student.


These theme (Gamification) is very important nowadays. It motivates people from vari-

ous areas specially education/formation. So the session was very interesting, the theme

very actual, the speakers very appealing but there wasn´t enough time for a topic like

this and the presentation structure should be better organized mainly because the

theme it´s not yet global.

Bibliography

Prensky, M. (2010). Teaching Digital Natives - Partnering to Real Learning. London: Cor-win;

Trybus, J. (2009). Game-Based Learning: What it, is, Why it Works, ans Where it’s Going. New Media Institute;

Lee, J.J. & Hammer, J. (2011). Gamification in education: What, How, Why Bother? Aca-demic Exchange Quarterly, 15(2).


81

17. MEASURING RESULTS IN TRAINING: GAMIFICATION MET-

RICS

Speakers: Luís Miguel Costa | Cátia Lourenço – ATEC

Rapporteur: Isabel Pinto dos Reis, Just Kidding

Framework

The gamificated train uses the game elements witch attach people to design new train

courses that can turn the learning process easier. Score, levels, awards, challenges work

as leverage to achieve results.

“Gamification is gamificate the training not using the game to train” Luis Miguel Costa,

ATEC

“Gamification simplifies the training evaluation with accurate metrics.”, Cátia Lourenço,

ATEC

ATEC uses already gamification in several courses and the results are much more posi-

tive than in traditional courses. This metrics are very demanding on evaluation grids.

The parameters must be very clear to all participants so that they don’t create misun-

derstands at evaluation process.

Very important: the aspect of the competition should be narrowed at is maximum and

collaboration emphasized to avoid extreme behaviors.


Speakers were asked if the method was already being used and they answered that

first they started with internal groups so that they could spread the method after.

Now they are applying gamification in communication training.

They were also asked about evaluation and they said that, above all, the rules must

be crystal clear, well staked because humans are truly competitive.

The audience aimed to know the requests for a trainee to be able to use this

method. Eva Antunes said that trainees have to let the simple expositive method,

not to be paid by the hour, go behind “the training for trainees” and, at same time,

get back to it.

The problem of how visible behaviors can be transformed in points in a classroom

was discussed with the audience. The speakers think it has to be chosen a strict

methodology and created an app or an excel sheet where results are registered in

an objective way. If metrics is well constructed, the result will be positive.


82


Training entities should find and ample basis so that gamification could be used in a

more general way. This theme should be more discussed and well known to public and

trainees.

Bibliography

Pivec, M. & Costa. E. (2012). Potencials of using Game-based Learning in Training. a de-

tailed field research. Comunicação European Conference on Game Based Learning 2012,

Cork, Ireland;

Anderson, J.Q. & Rainey, L. (2012). Gamification: Experts expect”game layers” to expand

in the future, with positive and negative results. Washington D.C.: Prew Research Cen-

ter’s Internet & Amercian Life Project.


83

COLISEUM


84

SYNTHESIS AND CONCLUSIONS – COLISEUM

Rapporteur: Prof. Ana Almeida, FEUC

Miguel Toscano did the honors contextualizing the final presentations.

Maria José Sousa presented an overview of the entire Conference, pulling together the

main focus from the different blocks of activities reported in Conference and Parallel

Sessions. This presentation aimed the sharing knowledge and solutions observed across

all the sessions throughout all the rapporteurs communication.

Ana Neves moderated and reinvigorated final reflection shared between the Key Note

Speakers and the audience.

The goals were debriefing and find some overall conclusions through an active method-

ology of open debate guided by the hints given by Ana Neves to panelists:

Identify something that was surprising;

something missing;

some issues expected to be addressed within the thematic of GBL or TEL but

that did not arise during the debate.

Motivation is about changing educational or training paradigm towards increasing

learning.

The final panel of experts included: Etelberto Costa (EC), Claudio Dondi (CD), Audrey

Frith (AF), Maja Pivec (MaP), Panagiotis Petridis (PP), António Teixeira (AT), Liliana Gon-

çalves (LG), Leonel Morgado (LM) e Manuel Peixoto (MP).

A cross cutting idea is that education needs a new paradigm, centering learning in the

learner, based in his/her knowledge, potential, interests and living opportunities, but

giving attention to the circumstances. School and training environments must take ad-

vantage of the repertoire of skills people acquire, and help teachers or trainers guiding

learners to understand how to profit of what is known and practiced in daily activities

of the free time and pleasant play or gaming.


85

Comments: AT highlighted the importance of the organizational culture.

AF expected that educational agents focused in more specific issues, but perceived the

desire of changing educational paradigm; was surprised by the claim of shared respon-

sibilities, openness of learning procedures, reframing leadership, freedom to do differ-

ent teaching or training work.

CD expected such an emphasis by knowing the leading team of the Conference defend-

ing technology in education, emergent in diverse learning contexts and with different

goals; ICT is a tool to promote change.

MaP felt curious assuming the Conference as a platform to debate different approaches.

PP knows there is an agenda of competent people to use GBL & TEL. But solutions of

empowerment through curricula based on games, serious games, and on technology

needs systematic involvement of students and of the teachers.

LG was surprised with the potential of games and of digital platforms in job placement.

Besides skill training, also recruitment can be based on games. Technology is a useful

tool for lifelong learning and people need to be prepared to find specific training oppor-

tunities for their (renewed) jobs.

MP pointed out the gradual change from the strangeness of t idea of using games to

promote learning to the situation of being able to discuss the advantages of game-based

learning. Conceptions change with the gradual mastery of the methodology.


86

Key Moments:

Miguel Toscano made the introduction

to the final meeting, welcomed and

made the courtesy.

Maria J. Sousa created the vision of the

results by synthesizing all the Conference

moments in a streamlined way.

Ana Neves dynamized the final com-

ments of the panel of experts in a some-

what gamified way of involving the audi-

ence, inviting speakers to make ques-

tions to the audience.

Communication channels and social networks

opened to a greater audience.

It have been emphasized the ideas of an emergent

new educational paradigm where GBL and Serious

Games alongside technological facilities should take

place in academic and training scenarios.

The subject Mooc (Massive Open Online Courses)

has been taken up.

Strategic guidelines pointed to:

many online learning formats;

involve industry and enterprises in academic

training;

Imply people in the matters of own learning and

training;

educate for critical and creative thinking;

influence policy-making, so that every citizen

could be an agent of change;

make learning fun by using what we already have

at our disposal;

encourage curiosity, optimism and audacity to do

things differently; innovate; take risks;

develop GBL badge instruments and enroll

learning programs in structural funding.


87

Etelberto Costa thanked on behalf of the

PT team for organizing, sponsors, key

note speakers and volunteers.

The strengths of the Project GREAT are the value

created for organizations, people and countries, in-

creasing awareness of the importance of synergies,

creativity and cooperation in social solving learning

issues. GREAT is an inclusive project and sustainable

for training organizations, as well as for managing

partnerships for the near future.


88

PART II - THE GREAT PARTNERSHIP


89

1. PORTUGAL: APG – PORTUGUESE ASSOCIATION OF PEOPLE

MANAGEMENT

Etelberto Costa & Angela Fernandes

What do we reflect about the GREAT Lisbon International Conference?

APG – Portuguese Association of People Management

The APG - Portuguese Association of People Management was founded in 1964 and is a

Non-Profit Professional Association, under Private Law, of Cultural & Scientific Nature,

recognized by the Portuguese Government as an organization which pursues public in-

terests. It gathers people and organizations devoted to people's management, leader-

ship services or other specialized related services, both from the Public & Private Sec-

tors, namely Human Resources Management, Directors & General Managers, Trainers,

Coaches, Consultants and University Students, amounting to nearly 1500 members. APG

has technically and scientifically Specialized Groups (like its Trainers and Coaches Group)

and Regional Groups. APG is also a member of many international organizations related

to Human Resources & Training.

APG focus on improving the deliverance and quality of vocational education and training

by including innovative technologies in its knowledge and learning agendas.

The active presence of APG on international organizations, as ETDF, as well as the strong

liaisons to European Commission experts that were shaped all over the years by the

organization of International Learning Conferences here in Portugal (eg e-learning 2007

and Creative Learning Innovation Marketplace) gave us the assurance of support on fur-

ther dissemination actions to culminate in Great Lisbon International Conference.For

APG this Conference was also the come back to lead in the country innovative method-

ologies and processes, in this case for learning, and organize at international level ambi-

tious dimensions of People Management issues.

About the Conference - Refletion

The Conference focus on training in non-formal and informal, digital games, seryous

games and tel-technology enhanced learning, where national and international experts

speakers, share their ideas, cases, product knowledge and inspiring the audience, having

ambition to reference input to policy formulation Europe in the field of education/train-

ing. Where involved 212 participants, 189 participants from Portugal and 23 participants

from other countries in Europe, Austria, Turkey, Romania, Italy, Spain, Belgium, Ger-

many, Greece, UK, Serbia, making Lisbon the capital of digital games and advanced tech-


90

nologies in education and training, contributing to the improvement in education / train-

ing and therefore to be a response to the demands of training throughout life, contrib-

uting to productivity and competitiveness through greater access to continuing training.

Over the years 2012 and 2013 , the APG - Portuguese Association of People Manage-

ment and its European partnership developed several dissemination activities of the

project GREAT - through website Great Cconference (http://www.greatconference.eu/),

website Project Great (http://www.projectgreat.eu/), Infogreat Newsletter, awareness

raising, meetings, seminars and workshops in Portugal and in the countries of the part-

nership that culminated in realizing the Lisbon International conference GREAT, an Eu-

ropean conference, with a strong participation of Portuguese and European stakehold-

ers in the fields of Education, Training and Technology, in particular, Business Training,

Technology Providers, Technology Developers, Portuguese and European Universities,

Public organizations and Policy makers in Education and Training, Teachers, Trainers,

Consultants, Students and Small and Medium Enterprises (SME).

Demonstrates the significant weight of the Conference on opening new horizons in ed-

ucation and training at European level, participation of experts Portuguese and Europe-

ans shared their visions, reflections, critiques, perspectives on major topics nuclear as:

E&T 2020 Strategy, Games in Learning, Game based Learning, Serious Games, Gaming -

Findings and appreciations from recent researches; ICT for learning in the U.S. in 2020:

Findings from recent researches and appreciations; how to use the potential of games

to change education according to present policy challenges, how can we bring attention

of policy makers to the significant potential of games?

The various interventions and expert reflections resulted on guidelines for improving

learning strategies throughout life, quality improvement and systems of education and

training to be responding to current demands of training throughout life and the im-

portance of partnerships in education / training / business / universities, involvement of

policy makers, and strong emphasis on the importance of lifelong education in the areas

of training in formal, non-formal and informal and duly certified.

GREAT and GREAT LX – the way ahead

Born in October 2011 with the support of the European Commission, through its pro-

gram Lifelong Learning, the GREAT - Game-Based Research in Education and Training

Action is a European-wide project that translates the determination of various agents of

knowledge in contribute to the future of lifelong learning in Europe and in particular the

strategy for education / training is designed for the period 2014-2020.

The conference helped identify new trends in Europe on the development of learning

systems in structured methodologies for training and development of behavioral skills

using the digital fun games.

http://www.greatconference.eu/

http://www.projectgreat.eu/


91

With the presentation of Great Lisbon International Conference 94,3% of participants

that answer the questionnaire survey (53 answers), refer that they are clarified about

the potential of digital games on education/training and 67,9% considered the possibil-

ity of cooperating with the Great Project to introduce GBL – Game Based Learning in

their companies, a great tool to stimulate a lifelong learning and sure will be part of the

training system in the close future.

Games can be a powerful tool in learning as we have done along more than 150 partici-

pants in courses of TTT – Train The Trainers in Portugal and partners countries of GREAT

Project to provide the methodology and guidelines for the use of Game-Based Learning

(learning / education-based games) in training and that addressed the trainers, teachers,

managers rh, managers and training coordinators and to motivate and engage trainees

and students to the learning process to develop competences.

The Conference had a strong impact in lifelong learning and discuss the educational pur-

pose of the games, share experiences, questions, networking and exchanges between

teachers/trainers/companies/stakeholders of different nationalities and through the

GREAT Project has contributed to the European priority in supporting initial and contin-

uous training of VET teachers, trainers, tutors and VET institution managers, to facilitate

the development of innovative practices in the field of vocational education and train-

ing, and to Europe 2020.

The Great Lisbon International Conference was not our last step in the field of educa-

tion / training. There is still a way to go. We need to change mentalities and attitudes to

introduce new methodologies in education / training that are available to everyone and

are a better solution for lifelong training. The GREAT will continue in APG and partners

countries of this project, and we are already working in the marketing of GREAT to in-

troduce GBL – Game Based Learning in companies and we will continue to make a strong

contribution to the process of recognition of informal and non-formal acquired through

the web-based, using the game with a learning tool near the policy makers.

Portuguese Version

O que queremos refletimos sobre a GREAT LIsbon Internacional Conference?

Associação Portuguesa de Gestão de Pessoas - APG

A APG - Associação Portuguesa de Gestão de Pessoas foi fundada em 1964 e é uma as-

sociação sem fins lucrativos profissional, de direito privado, de natureza cultural e cien-

tífica, reconhecida pelo Governo Português como uma organização de interesses públi-


92

cos. Agrega pessoas e organizações dedicadas à gestão de pessoas, os serviços de lide-

rança ou outros serviços especializados, dos setores públicos e dos privados, nomeada-

mente, Gestão de Recursos Humanos, Diretores e Administradores, Formadores, Co-

aches, Consultores e Estudantes Universitários, num total de 1500 associados. A APG

tem Grupos técnica e cientificamente especializadas (como os seus formadores e grupo

de Coaches) e grupos regionais. A APG também é membro de muitas organizações in-

ternacionais relacionadas com Recursos Humanos e Formação.

A APG tem como objetivo melhorar o desenvolvimento e a qualidade da educação e da

formação, incluindo tecnologias inovadoras na formação. A presença ativa da APG em

organizações internacionais, como FDTL, bem como, as fortes ligações aos peritos da

Comissão Europeia, que foram moldadas ao longo dos anos pela organização das Con-

ferências Internacionais de Aprendizagem aqui em Portugal (por exemplo, o e-learning

2007 e Creative Learning Innovation Marketplace) deu a garantia de suporte nas ações

de disseminação para culminar na Great Lisbon International Conference. Para APG esta

Conferência foi também voltar a liderar as metodologias e processos inovadores no país,

neste caso, para a aprendizagem, e organizar num nível de dimensões internacionais as

questões ambiciosas de Gestão de Pessoas.

Acerca da Conferência - Reflexão

O foco da Conferência foi na formação através dos jogos digitais, não-formais e infor-

mais, jogos serios e tecnologia avançada de aprendizagem, onde oradores especialistas

nacionais e internacionais, partilham as suas ideias, casos, conhecimento dos produtos

e inspiram a audiência, tendo a ambição de referência de inputs para formulação de

políticas da Europa na área da educação/formação. Estiveram envolvidos 212 partici-

pantes, 189 participantes de Portugal e 23 participantes de outros países da Europa,

Áustria, Turquia, Roménia, Itália, Espanha, Bélgica, Alemanha, Grécia, Reino Unido, Sér-

via, tornando Lisboa a capital de jogos digitais e tecnologias avançadas em educação e

formação, contribuindo para a melhoria na educação/formação e, portanto, ser uma

resposta às exigências de formação ao longo da vida, contribuindo para a produtividade

e competitividade através de um maior acesso à formação contínua.

Ao longo dos anos 2012 e 2013, a APG - Associação Portuguesa de Gestão das Pessoas

e sua parceria Europeia desenvolveu várias actividades de divulgação do projeto GREAT

- através do site Great Conference (http://www.greatconference.eu/), o site do Great

Projeto (http :/ / www.projectgreat.eu/), Infogreat newsletter, ações de sensibilização,

reuniões, seminários e workshops em Portugal e nos países da parceria que culminaram

na realização da Great Lisbon International Conference, uma conferência europeia, com

uma forte participação de intervenientes portugueses e europeus nas áreas de Educa-

ção, Formação e Tecnologia, em especial, da formação profissional, provedores de tec-

nologia, produtores de tecnologia, universidades portuguesas e europeias, organizações


93

públicas e responsáveis em educação e formação, professores, formadores, consultores,

estudantes e Pequenas e Médias Empresas (PME).

Demonstra o peso significativo que a Conferência teve sobre a abertura de novos hori-

zontes na educação e formação, a nível europeu, a participação de especialistas portu-

gueses e europeus compartilharam suas visões, reflexões, críticas, perspectivas sobre

grandes temas nucleares: E & T Estratégia 2020, Jogos na Aprendizagem, Aprendizagem

Baseada em Jogos, Serious Games, jogos – Resultados e apreciação de pesquisas recen-

tes; TIC para a aprendizagem nos EUA em 2020: Resultados e apreciação de pesquisas

recentes; como usar o potencial dos jogos para mudar a educação de acordo com a

apresentar desafios políticos, como podemos trazer atenção dos decisores políticos para

o potencial significativo de jogos?

Das várias intervenções e reflexões de especialistas resultaram em diretrizes para me-

lhorar as estratégias de aprendizagem ao longo da vida, melhoria da qualidade e os sis-

temas de educação e formação a responder às exigências atuais de formação ao longo

da vida e a importância de parcerias na educação / formação / empresa / universidade,

o envolvimento de decisores políticos, e forte ênfase na importância da educação ao

longo da vida nas áreas de formação na educação formal, não formal e informal e devi-

damente certificada.

GREAT e GREAT LX – o caminho a seguir

Nascido em outubro de 2011 com o apoio da Comissão Europeia, através do seu pro-

grama de Aprendizagem ao Longo da Vida, o GREAT - Game-Based Research in Educa-

tion and Training Action é um projeto à escala europeia, que traduz a determinação dos

diversos agentes do conhecimento em contribuir para o futuro de aprendizagem ao

longo da vida na Europa, e em particular a estratégia para a educação / formação é pro-

jetado para o período 2014-2020.

A conferência ajudou a identificar as novas tendências na Europa sobre o desenvolvi-

mento de sistemas de aprendizagem em metodologias estruturadas para a formação e

desenvolvimento de competências comportamentais, utilizando os divertidos jogos di-

gitais.

Com a apresentação da Great Lisbon International Conference, 94,3 % dos participantes

que responderam a inquérito por questionário (53 respostas), referem que ficaram es-

clarecidas sobre o potencial dos jogos digitais na educação/formação e 67,9 % conside-

raram a possibilidade de cooperar com o Projeto Great para introduzir GBL - aprendiza-

gem Baseada em jogo nas suas empresas, uma ótima ferramenta para estimular a apren-

dizagem ao longo da vida e com certeza fará parte do sistema de formação no futuro

próximo.


94

Os jogos podem ser uma ferramenta poderosa na aprendizagem como temos feito a

mais de 150 participantes em cursos de TTT - Formação de Formadores (em Game Based

Learning) em Portugal e nos países parceiros de Projeto Great para fornecer a metodo-

logia e as diretrizes para o uso da aprendizagem baseada em jogos (aprendizagem/edu-

cação baseados em jogos) em formação e que abrangeu os formadores/as, professo-

res/as, gestores/as de recursos humanos, gerentes e coordenadores de formação e para

motivar e envolver formandos e alunos no processo de aprendizagem para desenvolver

as competências.

A Conferência teve um forte impacto na aprendizagem ao longo da vida e na discussão

dos jogos na educação, compartilhar experiências, dúvidas, redes e intercâmbios entre

professores/formadores/ empresas/atores de diferentes nacionalidades e através do

Projeto Great tem contribuído para a prioridade europeia no apoio à formação inicial e

contínua de professores, formadores, tutores e gestores das instituições de educação e

formação, para facilitar o desenvolvimento de práticas inovadoras no domínio da edu-

cação e formação profissional, e para a Europa 2020.

A Great Lisbon International Conference não foi o nosso último passo no campo da

educação/formação. Há ainda um caminho a percorrer. Precisamos mudar mentalida-

des e atitudes para introduzir novas metodologias no ensino / formação que estão dis-

poníveis para todos e são uma solução melhor para a formação ao longo da vida. O Great

vai continuar na APG e parceiros deste projeto, e já estamos a trabalhar na comerciali-

zação do Great, introduzindo formação nas empresas, através da metodologia GBL -

Aprendizagem Baseada em jogos, e vamos continuar a dar um forte contributo para o

processo de reconhecimento de informal e não formal adquirido através do web-based,

usando o jogo com uma ferramenta de aprendizagem junto dos decisores nas áreas da

educação e formação.

Etelberto Costa

Is a former Senior Navy Officer (Marine Mechanical Engineer). Pos graduate in E&T at

University of Lisboa and Northern College (Scotland). Member of the board of APG

(www.apg.pt) - the HR PT association. Member of European Working Groups for Future

of Learning and LLL Stakeholders Forum, Efquel Forum. Vice. President at ETDF –Euro-

pean training and development federation. ( www.etdf.fefd. eu )

In October 2007 he coordinated a partnership for the production of the www.elearning-

lisboa.com. For the EU Presidency as the EU eLearning Conference and in 2009 the

www.creativelearningconference.com for the AECI - European year of creativity and in-

novation. Is now organizing the GREAT International Conference on Games&TEL 2013 at


95

Iscte-iul.Lisboa. (september) Animator and organizer of a vision for Portugal of Life Long

Learning – and founder of the Pt Learning Working Group (lwg@pt – www.lwgportu-

gal.org) last 25 September 2010 and Leader of the www.projectgreat.org promoted by

APG and financed by Leonardo da Vinci EU programme and www.oportunidade2020.eu

for the Comission.

Angela Fernandes

15 years of specialization in Organization and Training Management, Needs Assessment

for business, Training Planning, Evaluation and Training Instruments, Development of

Evaluation and Training Reports, Projects Coordination, Implementation and Auditing.

Has coordinated Lifelong Learning Projects and Training Projects to SME and big compa-

nies. Distinguished by its solid knowledge and experience in Business Training certifica-

tion, business contacts and attract new customers. Experience in Consulting, Education

and Social Community Development.


96

2. AUSTRIA: FH JOANNEUM

Maja Pivec & Tanja Schönbacher

Competence based e-Learning course with game-based learning elements: An experi-

ence report

Introduction

For the development of our course we adopted materials and methods from the GREAT

project (Game-based research in education and action training,

http://www.projectgreat.eu/project) to our specific needs. The GREAT course is aimed

at professional trainers, teachers in Portugal, Austria, Italy, Romania and covers

application of GBL for the management training and learning activities in the e-learning

or blended learning form.

The overall learning objectives of the FHJ piloting of the GREAT course for the partici-

pants are to:

Experience combination of e-learning and GBL

Acquire various competences for project management

o acquire professional competences in project management to define and

structure a project (project leadership and time management)

o gain methodological competences in project management (using communi-

cation platforms, transfer and link expertise to ongoing projects of the own

company, giving feedback to team members)

o practice social skills (communication and interaction, reflection, own respon-

sibility) (i.S. von Eigenverantworlichkeit und Selbständigkeit)

o enhance individual competence to act (learning to learn, defining goals, de-

veloping customized solutions)

Learn from and with each other

Reflect upon efficacy of different online activities

Develop strategies to transform learned competences to their problem area.


97

Learning perspectives of the course

The course has 3 basic learning perspectives, namely collaborative learning, learning

through reflection and learning by doing. This means that the course work will revolve

around:

• Activities that encourage participants to reflect on their own learning experiences

enabling them to set and pursue personal learning goals relevant to their specific

situation.

• Group activities that allow participants to learn from and with each other.

• Activities that will enable to transfer and apply different competences and learned

techniques to their specific learning and working situation.

Delivery method

The course wase delivered mainly through the E-Learning platform and was a mix of

practical tasks, individual and group activities.

The course was delivered within 2 weeks, for 10 – 15 participants (that are also team

leaders or volunteers from virtual company module). Within the set objectives the e-

tivities were developed, and at the end of the course, several feedback sessions were

carried out – regarding delivery method, regarding offered material, and regarding

transfer of competences to their practical situation.

The Course Modules

1. Leadership Module - Week 1

The overall purpose of the module is for the participants to access the course in the E-

Learning platform, to become familiar with other participants, to explain their individual

project management situation and expectations what they want to learn, to get familiar

with the module resources, to acquire a set of leadership competences, to reflect upon

their learning experience.

Extent of the module wasfrom 8 – 14 April. 2013. The module effort is estimated with 6

hours, and must be completed no later than Sunday 14 April 2013.


98

Teaching and learning activities

Task 1: Present yourself and your project management situation in the (virtual)

company.

Task 2: What are your expectations of this course.

Task 3: Management competences – study the provided resources on leadership and

share with others what you found interesting and helpful.

Task 4: Check the list of games, select and play at least one. Report on your game play

experience, and relate the game play to management competences.

Task 5: Reflect upon the learning experience of the first week, what was useful and

helpful, and what was more difficult to accomplish..

Resources offered: ppt presentation on leadership, 8 e-books on leadership and 3

games: Diner Dash, Tiny Tower and Sims free play. All these games are commercially

available, and there are no-cost versions that can be played. A short description and

where they can be downloaded was provided.

2. Time Management Module - Week 2

The overall purpose of the module is for the participants to reflect upon their own time

management, to explain their individual project management / time management

situation, to get familiar with the time management module resources – examples and

different techniques, to select one and try it out, to make a plan on how to improve their

TM in the future, and to reflect upon the course and the offered materials.

Extent of the module: this module was offered between 15 – 21 April 2013; The module

effort is estimated with 6 hours, and the module must be completed no later than

Sunday 21 April 2013.

Teaching and learning activities

Task 1: Familiarize yourself with different time management techniques. (Mo) E-tivity 1

should be carried out on Monday, as to allow enough time for the e-tivity 2 (you should

observe your time management behaviour for approximately 2 - 2,5 days).

Task 2: Select one technique, try to keep and manage your time. (Mo - We)


99

Task 3: All participants co-create a list of most commonly observed time wasters. Think

about 1-2 specific situations where you observed / experienced time delay and

minimum progress. In your post outline briefly these situations, and what were major

time wasting activities.

Task 4: Transfer the time management methods and experiences made to your project

management context. Formulate your personal plan for application of acquired project

management competences. Outline briefly your personal goals / personal plan how you

want to include the acquired project management competences to improve efficiency

of your study / work / work of your team. Which competences especially you plan to

pursue and develop further?

Task 5: Reflect upon the course and resources. Outline what are your overall impressions

about the course, and offered material and methods.

The Pilote Phase

Participation Overview

The Figure 1 shows all activities of this course, that means all log-ins and contributions

by all roles, i.e. 10 participants, 2 moderators and guests. At the first day the activity

level was relatively low, but it increased very fast. The first peak was reached on the fifth

day of the course, on Friday. The highest activity in the entire course was measured on

Wednesday in the second week of the course.

During the two week course period there were in total 447 posts in forums, average 44,7

posts per E-Tivity. As shown in the Table 1, seventy was the highest number of posts in

the second week to the topic of E-Tivity 2.3 – Common procrastination methods.

Figure 1: Dynamic of the Course Activities


100

E-Tivity No. of

posts

1.2 Present yourself and your PM situation 24

1.2 Management competences 50

1.3 Share your management experience 52

1.4 Share your play experience 48

1.5. Reflection on the first week 33

2.1. Learn different ways of Time Management 60

2.2 Analyze your TM behavior 51

2.3 Common procrastination methods 70

2.4 Plan further actions /Transfer 33

2.5 Reflection about the course and the learning

method

26

447

Table 1: Overview on the posts per each E-Tivity

Reflections on Learning

As shown in the previous chapter, students were very active and exploratory learners,

and the participation was evenly distributed through the course. Very often we would

observe bouncing ideas from each other, and elaborating in the group on the solution.

Enclosed are some excerpts from our participants’ posted reflections, where they ex-

press their thoughts on the course and (e)learning.

„I'm really impressed how many information we could exchange in this short

period of time. ... was really a fantastic new experience!“


101

„I really love that concept of interacting in this way and I fear that in the last 5

days I gained much more personal feedback than in many other non-virtual

courses.“

„The more you read about the others, the easier it is, to structure your own

thoughts to reflect about it. I got a huge benefit from the other discussions,

some of them changed my point of view slightly.“

„ During this week there was a good dynamic in discussions and I liked reading

the posts and comments, thoug, like others have already mentioned, unfortu-

nately it was sometimes hard to follow really all of them. … This corse made me

think a lot of different piont of views of the same subject.”

„I had the feeling that some posts were really honest and that the participants

had lots of engagement. The e-moderators gave good inputs and feedback. It

was nice to work with all of you!“

„I think it's easier to write about what you think. So you have time to structure

your thoughts. And of course there was this great atmosphere of interest and

understanding.“

„Wow! Two weeks are over (like the wind). In this weeks I learned a lot – big

outcome with a expenditure of time, but paid off. Every forum with its own topic

and instructions was really helpful.“

„Reflecting the last two weeks simply two words pop up in my mind: Thank You.

...I guess that most things during the course, I did not only learn by reflecting on

my own management behaviour, but even more by gaining insights into the

ideas and feelings posted by others.“

Conclusions

The interdisciplinary learning opportunity and collaboration of two subjects offered in

the form of the E-Learning course on Project Management Competences was well ac-

cepted and provided adequate input for learning and practical work of the students. The

E-Learning form of a course was well chosen and allowed all students to participate in

addition to their regular classes. GBL activities were well placed, supported active learn-

ing and for some students playing games opened new focus on learning. As one of our

students outlined in her final reflection:


102

“...Furthermore, the teacher as an "adviser" rather than an "instructor" is a

wonderful and functional concept for academia. … I hope it doesn't sound pa-

thetic, but - e-learning made me feel re-transported to that child I used to

be And it certainly helped that one of my tasks was to PLAY A GAME! ..“

We plan to repeat the course next summer semester, approximately at the same time.

Furthermore, we want to introduce some improvements of the course as suggested in

the feed back – e.g. extending the duration of the course up to 3 weeks, providing more

technical information on games, extending the list of TM material also with interesting

apps, and providing in addition to the discussions, several specific assignments. To keep

the momentum of learning and interaction in the longer course, a synchronous event

e.g. question / answer session with a manager of a creative company could be aspired.

Prof. DI Dr Maja Pivec

Maja is professor at the FH JOANNEUM and Maja has been managing national &

international research projects in the fields of digital game-based learning, adaptable e-

learning environments, web-based learning and knowledge management for the past

10 years. She is editor and co-editor of three book publications in the area of innovative

Digital learning approaches, guest editor of British Journal of Educational Technology,

May 2007, and hosted the European Conference on Game-Based Learning in 2009. Her

research work is published and presented at more than 100 international conferences

and publications. She is Program Committee member of GAMEON conferences, of

ECGBL and jury member for MEDEA Awards. She is reviewer for European Science

Foundation and for British Journal of Educational Technology (BJET).

Maja Pivec was awarded by the European Science Foundation for interdisciplinary

workshop organization in the field of affective and emotional aspects of human-

computer interaction, with emphasis on innovative digital learning approaches.

Maja Pivec has been project co-ordinator, scientific leader or partner in many EU or

national founded projects in the area of innovative teaching and learning approaches,

including ENGAGE, Avatar, Sig-Glue, Imagine, UniGame, Adele, Discover, GREAT, Serious

Sports and others. She is initiator of the #SGDSS – Serious Games Design Summer School

(www.summerschool.engagelearning.eu).

http://www.summerschool.engagelearning.eu/


103

Mag. Tanja Schönbacher

Tanja Schönbacher has worked as a research assistant at the Department of Information

Design of FH JOANNEUM University of Applied Sciences since 2003, involved in various

projects in the areas of media and design, adaptive e-learning, usability and game-based

learning including Adele, Discover, ENGAGE, GREAT, Serious Sports. She studied

Business Economics with a focus on Marketing, and specialized in Human Resource and

Information Management at Karl Franzens University Graz, with additional focus on

interdisciplinary courses in the fields of cultural policy and management, and project

management. She is experienced in international project management and research,

having been involved in most of the EC funded Projects at FH JOANNEUM. She ist also

member of the project Web Literacy Lab Graz (WLL). The WLL research project, funded

by the national Austrian research agency, deals with network literacy and the transfer

of the competencies that people and organisationes need to use networks in an ideal

way (http://wll.fh-joanneum.at).


104

3. AUSTRIA: MERIG

Johann Laister

GREAT – A success story

The main responsibility of the Multidisciplinary European Research Institute Graz

(MERIG, www.merig.org) as partner in the project GREAT was and is to organise and

coordinate internal quality assurance and evaluation. During the project numerous eval-

uation methodologies and tools have been used to cover different aspects.

Feedback on project progress, management and physical and online meetings was col-

lected from the partner institutions by online questionnaires; a focus group of experts

provided advice for the development of the training package, and the great training

package was evaluated during pilot tests in all participating countries. In these “pilot

tests” over 100 representatives from training institutions and companies, trainers and

teachers as well as administrators of training and education participated on the one

hand to learn about the application of Games / Game Based Learning (GBL) in learning

processes but on the other hand also to provide feedback on the GREAT training pro-

gramme and materials. We tried and succeeded to generate a classical win-win situa-

tion: In the pilot trainings on the on side participants had the possibility to join an inter-

esting programme / course on GBL for free, on the other side the GRAT project team

received valuable feedback for the further development of the GREAT training materials

and programme. As main success factors for the application of games in learning pro-

cesses good preparation of games’ application in general, clear but brief user instruc-

tions, user guidance and quick response time by tutor/s, a clear structure of the online-

platform have been mentioned beyond others. The main two GREAT improvement po-

tentials highlighted by pilot test participants addressed the platform and the learning

materials. Concerning the platform quicker site loading would be appreciated what is

clearly a technical / server issue and all used materials should be directly liked or down-

loadable what highlights improvement potentials regarding the presentation of the con-

tent. Concerning the learning material test-users mentioned that the pedagogical and

didactic background of the presented games should be made more explicit.

The project team was very active in dissemination and networking and the high interest

in GREAT shows that the topic game based learning is an important factor in the educa-

tional discussions. Many activities promoted the application of games in learning pro-

cesses and raised awareness, whereby a highlight in disseminating the project and ex-

ploiting the results – but not the final stage of this activities – was the Great LX confer-

ence in Lisbon on 15.-16. September 2013. At the conference educators, researchers,

game developers, policy makers and other interested stakeholders from all over Europe

and beyond had the possibility to get information, discuss, exchange and network on

Game Based Learning and Technology Enhanced Learning.

http://www.merig.org/


105

Overall the different target groups provided positive feedback on the project GREAT.

Members of the GREAT consortium as well as those who were involved in different pro-

ject activities have been mostly satisfied with the work that has been done in the GREAT

project. The main components of the project, horizontal work packages such as project

management, dissemination and evaluation and the content related work packages

dealing with analyses, transfer and development of the GREAT training programme and

piloting of this programme show very satisfying evaluation results. So there is good

ground for the future and GREAT opportunities for the application of Game Based Learn-

ing in future.

Johann Laister (Director of MERIG)


106

4. ROMANIA: I-ZONE KNOWLEDGE SYSTEMS ROMANIA

Tiago Leitão

ROMANIA EXPERIENCE

I-Zone Knowledge Systems Romania (IZKSRO) was born after the outstanding coopera-

tion with Romanian Prison Services under “Credem in Schimbare” strategic project, im-

plemented from 2009 to 2011, and that has been considered a good practice in Euro-

pean standards.

Together with our business partners we deliver customized solutions according to your

organization needs.

Funded in a wide and diversified training portfolio and experience on a European level

or through our business partners we deliver state-of-the-art training services in several

domains:

Training delivery high interactive courses

Learning Spaces Solutions

eLearning tailored training course development

Game based learning is the new frontier in learning. By participating in GREATLx confer-

ence IZKSRO invests in newest learning methods and participates in developing solu-

tions according to organization and personal needs and trends.

Romanian version

I.Zone Knowledge Systems Romania a luat ființă în urma cooperării remarcabile cu Ad-

ministrația Națională a Penitenciarelor în cadrul proiectului strategic “Credem în Schim-

bare”, implementat în perioada 2009 – 2011, care a fost considerat model de bună prac-

tică conform standardelor europene.

Împreună cu partenerii noștri de afacei furnizăm soluții personalizate conform nevoi-

lor organizației dumneavoastră.

Furnizăm servicii de top în formare, bazate pe un portofoliu vast și diversificat de for-

mare, cu experiență la nivel european sau prin intermediul partenerilor noștri de afaceri,

în mai multe domenii:

Livrarea de cursuri interactive

Soluții pentru spațiile de învățare

Dezvoltare de conținut pentru eLearning


107

Invăţarea prin jocuri este ultima frontieră în învăţare. Prin participarea la conferinţa

GREATLx, IZKSRO investeşte în cele mai noi metode de învăţare şi participă în deyvolta-

rea soluţiilor conform cu nevoile şi tendinţele organizaţionale şi personale.

Tiago Leitão is a Business Unit Developer of I.Zone Group. Holding a social work degree,

Portuguese Catholic University, and an MBA from the LisbonMBA, he is currently work-

ing in the development of I-Zone Knowledge Systems Romania as Country Manager.

Tiago has been working since 2004 on Prison Innovation Systems, starting from the “Ru-

mos de Futuro” project aiming to innovate on multi-agency work towards inmate’s re-

integration after release as project manager in the Equal program. Was member of the

Caravel transnational Steering Committee where developed integrated approaches with

more than four European countries in different areas of imprisonment and rehabilita-

tion policies and programs.

Lately was involved as project manager, on the behalf of I.Zone, on the “Credem in

Schimbare” project run in Romania with Romanian Prison Administration,, which was

considered a “good-practice” by the Romanian ESF Management Authority.

Was responsible to design and manage innovative projects, focus on knowledge transfer

and adaptation, in several areas of social economy and entrepreneurship, namely social

business plans, minimum income beneficiaries autonomy, inmates business plan devel-

opment and on MOMIE – Models on Mentoring for Inclusion and Employment.


108

5. TURKEY: GAZI UNIVERSITY

Yahsi Yazicioglu

Views of Gazi University on the international conference of the GREAT project

GREAT project crowned the project by collecting 15-16 September 2013 at an interna-

tional conference in Lisbon. International conference was conducted in Instituto Univer-

sitario de Lisboa (ISCTE-IUL). It is possible to summarize the views and comments of Gazi

University related international conference on the highly successful and efficient.

Participation in international conferences have been busy. This is the strategy followed

so far in terms of dissemination of the project was successful in showing the appropriate

and important. Besides the intensive participation will continue gaining momentum in

the future dissemination of GREAT project.

On the other hand, to invite the experts in the field of game-based teaching to the in-

ternational conference as a speaker have been extremely positive. To provide of the

invited experts participation in an international conference is the success mainly of the

project coordinator Etelberto Costa and the project team. Experts played an important

role to the success of the international conference through are making very valuable

speech’s.

Elected assembly time of the International conference is highly appropriate. Because of

the weather in the month of September for compliance with Lisbon's probably the best

time for such activities. In addition, to match the beginning of the international confer-

ence, with the Instituto Universitario de Lisboa’s (ISCTE-IUL) the opening day of the ac-

ademic year, has been very positive because of more and more people to be aware of

the terms of the International Conference. This election is also a success for dissemina-

tion. On the other side student activities which has been making on the first day of the

academic year of the Instituto Universitario de Lisboa (ISCTE-IUL) has also been a very

interesting experience at the GREAT project partners, including for participants from

outside Portugal. The acts which were done by freshman students in Senior college stu-

dents control, movements, attitudes and behaviors from Senior college students to-

wards to the new arrivals is an interesting experience for someone who met the first

time this kind an event; addition to that, it is an excellent visual delights. Besides to un-

derstand the philosophy of this event, especially for those who are working as a lecturer

at the university is a guidance. I have to confess that I have been very much impressed

by their performances. I took out important lessons to use the next step in my profes-

sional life.


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The international conferences has been effective to realize aim of the GREAT project

dissemination, including in the direction of achieving the aims of the GREAT project

events.

GREAT project goals and contribution of the international conferences to this purpose

are below.

Document methodologies for developing and implementing game-based learn-

ing for training and higher education actors and for the learning community in

general.

Production of needs analysis assessment instruments for developing and imple-

menting game-based learning for training and higher education actors.

Production of learning content and training methodologies (b-learning) for train-

ers and teachers developing and implementing game-based learning.

Production of assessment instruments in accordance with the methodologies for

developing and implementing game-based learning.

Offer targeted workshops/seminars for supporting trainers/practitioners/teach-

ers/tutors in developing a predictive and proactive capacity to select games for

their use.

Disseminate existing project outcomes, as well as for ongoing projects related to

the application of games for learning and the valorization of these.

Documentation of findings and research results (reports, compendium, and pro-

ceedings)

Conversations with a number of specialist speakers, discussions, participants' contribu-

tions were realized as a result of all of the above-mentioned objectives. As a result of

this situation, the reporting process which is the final aim of the project has become

more easier to realize in direction of the project purposes by provided all kinds of es-

sential documents. All of these positive aspects of the international conference, natu-

rally there are also some of the deficiencies, shortcomings. An international conference

is actually quite a large organization. For this reason, it can be naturally extremely minor

shortcomings and deficiencies. However, the project team aims to reach always better

and more beautiful. For this reason, the project team to put out the drawbacks of self-

criticism openly and acknowledges the duty to perform.

From this point to the following criticism is essential.

International conference in connection with the project wasn’t well enough es-

tablished. The participants have had to follow the International Conference

GREAT unaware of the accumulation of the two-year project. This situation was

limited their participation in the discussions more effective.


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To match the International conference’s opening day with the Instituto Univer-

sitario de Lisboa’s (ISCTE-IUL) the opening day of the academic year, next to the

above-mentioned advantages, it has also disadvantage. Because of the media is

too crowded, some of the participants during at rest time and lunch, heard the

noise and felt themselves nuisance. It can be possible to say that participants can

live difficulties in gathering interest in this situation during sessions.

International conference was highly successful as a result. International conference is a

milestone in achieving the objectives of the GREAT project and it can be safely said to

play an extremely important role in GREAT project success.

GREAT projesinin uluslararası konferansı üzerinde Gazi Üniversitesinin görüşleri

GREAT projesi 15-16 eylül 2013 de Lisbon’da bir uluslararası konferans toplayarak pro-

jeyi taçlandırmıştır. Uluslararası konferans Instituto Universitario de Lisboa (ISCTE-IUL)

de gerçekleştirilmiştir. Uluslararası konferansda birbirinden ilginç konular tartışılmıştır.

Son derece başarılı ve verimli geçen uluslararası konferans ile ilgili olarak Gazi Universi-

tesinin görüş ve yorumlarını şu şekilde özetlemek mümkündür.

Uluslararası konferansa yoğun bir katılım olmuştur. Bu durum projenin yaygınlaştırılması

açısından bu güne kadar izlenen stratejinin uygun ve başarılı olduğunu göstermesi ba-

kımından önemlidir. Ayrıca yoğun katılım GREAT projesinin bundan sonraki yaygın-

laştırılmasının da ivme kazanarak devam etmesini sağlayacaktır.

Öte yandan oyun tabanlı öğretim alanında uzman kişilerin uluslararası konferansa

konuşmacı olarak çağrılması son derece olumlu olmuştur. Çağrılan uzmanların uluslara-

rası konferansa katılmalarının sağlanması başta proje koordinatörü Etelberto Costa

olmak üzere proje ekibinin başarısıdır. Uzmanlar çok değerli konuşmalar ile uluslararası

konferansın çok başarılı geçmesinde önemli rol oynamışlardır.

Uluslararası konferansın toplanma zamanı son derece uygun seçilmiştir. Çünkü eylul ayı

hava durumunun uygunluğu açısından muhtemelen bu tür etkinlikler için Lisbon’un en

iyi zamanıdır. Ayrıca uluslararası konferansın Instituto Universitario de Lisboa (ISCTE-IUL)

ın akademik yılının açılış günü olması da uluslararası konferansdan daha fazla kişinin ha-

berdar olması açısından çok olumlu olmuştur. Bu seçimde bir yaygınlaştırma başarısıdır.

Öteyandan Instituto Universitario de Lisboa (ISCTE-IUL) de akademik yılın ilk gününde

yapılan öğrenci etkinlikleri de başta GREAT projesi partnerleri olmak üzere Portekiz

dışından gelen katılımcılar için son derece ilginç bir deneyim olmuştur. Kıdemli üniversite

öğrencilerinin yeni gelenlere yaptırdıkları hareketler onlara karşı tutum ve davranışları

bu tür bir etkinlik ile ilk kez karşılaşan birisi için ilginç olmasının yanında, mükemmel bir

görsel şölendir. Ayrıca bu etkinliğin felsefesini kavramak da özellikle üniversitede öğre-

tim elemanı olarak görev yapan kişiler için yol göstericidir. Kendi adıma gösterilerden


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çok fazla etkilendiğimi ve bundan sonraki meslek yaşamımda kullanmak üzere önemli

dersler çıkardığımı itiraf etmek isterim.

Uluslararası konferans GREAT projesinin başta yaygınlaştırma amacı olmak üzere, ama-

çlarının gerçekleşmesi yönünde etkili bir etkinlik olmuştur.

Aşağıda GREAT projesinin amaçları ve uluslararası konferansın bu amaca olan katkısı be-

lirtilmiştir.

Oyun tabanlı eğitim öğrenme, yüksek öğrenim aktörleri ve genel olarak öğrenme

toplulukları için belge yöntemlerinin geliştirilmesi ve uygulanması.

Eğitim ve yüksek öğrenim aktörleri için oyun tabanlı öğrenme geliştirilmesi ve

uygulanmasında ihtiyaç analizi değerlendirme araçları üretimi.

Eğiticiler ve öğretmenler için oyun tabanlı öğrenme geliştirilmesi ve uygulanması

ile ilgili öğrenme içeriği ve eğitim metodolojileri üretimi (b-learning).

Oyun tabanlı öğrenme geliştirilmesi ve uygulanması için metodolojiler çerçeve-

sinde değerlendirme araçları üretimi.

Kullanımları için oyun seçmek amacıyla kestirimci ve proaktif kapasite geliştirme

konusunda eğitici / uygulayıcıları / eğiticileri / öğretmenleri destekleyen hede-

flenmiş çalıştaylar / seminerler sunma.

Devam eden projeler ile oyun uygulama ilgili olarak öğrenme için ve yanı sıra

bunların kıymetlendirmesi için mevcut proje sonuçlarının yaygınlaştırılması.

Bulguların ve araştırma sonuçlarının dokümantasyon (raporlar, özet ve işlemleri)

Çok sayıda uzman konuşmacının konuşmaları, yapılan tartışmalar, katılımcıların katkıları

sonucunda yukarıda belirtilen amaçların tamamı gerçekleşmiştir. Bunun bir sonucu ola-

rak sağlanan gerekli hertürlü doküman ile son amac olan raporlama işleminin proje ama-

çları doğrultusunda gerçekleştirilebilmesi daha da kolay hale gelmiştir.

Bütün bu olumlu yönlerine karşılık doğal olarak uluslararası konferansda bazı eksikler,

aksayan yönlerde vardır. Uluslararası konferans aslında oldukça büyük bir organizasyon-

dur. Bu nedenle bu tür ufak tefek noksanların aksayan yönlerin olması son derece

doğaldır. Ancak proje ekibi hep daha iyiyi ve daha güzeli hedeflemektedir. Bu nedenle

yaşanan olumsuzlukları da açık yüreklilikle ortaya koyup bir özeleştiri yapmayı görev ka-

bul etmektedir.

Buradan hareketle aşağıda belirtilen eleştirlerin yapılması zorunlu görülmektedir.

Uluslararası konferansın proje ile olan bağlantısı yeterince iyi kurulamamıştır.

Katılımcılar GREAT projesinin iki yıllık birikiminden habersiz olarak Uluslararası

konferansı izlemek durumunda kalmışlardır. Bu durum onların tartışmalara daha

etkin olarak katılımlarını sınırlamıştır.


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Uluslararası konferansın Instituto Universitario de Lisboa (ISCTE-IUL) ın akademik

yılının açılış günü olması yukarıda belirtilen avantajın yanında, dezavantaj da

getirmiştir. Ortam çok kalabalık olduğundan katılımcıların bir kısmı, dinlenme

sırasında ve öğlen yemeği sırasında gürültüden rahatsızlık duymuşlardır. Bu duru-

mun onların oturumlar sırasında ilgilerini toplamalarında zorluk yaşamalarına

neden olduğunu söylemek mümkündür.

Sonuç olarak uluslararası konferans son derece başarılı geçmiştir. Uluslararası konfe-

ransın GREAT projesinin hedeflerine ulaşmasında bir kilometre taşı olduğu ve GREAT

projesinin başarısında son derece önemli bir rol oynayacağı rahatlıkla söylenebilir.

Prof. Dr. Yahsi Yazicioglu Researches on educational computer games are mostly based on the way of learning in game environments and the impact of the games on learners. Educational computer games combine educational learning environments and game concept. Educational computer game design process have similarities with educational media design. In spite of the similarities, educational computer game design models should focus on specific issues for providing effective learning in game environments. For that reason, game de-sign models are needed for designing educational computer games. In this conference, an educational computer game design model is proposed based on literature in accord-ance with the specified components of educational computer game design.


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PART III – CONFERENCE FIGURES


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How do you see GBL in future (training and scholar system)?

As a great opportunity to make changes happen in a positive way of coping with the economic and social challenges.

Excellent methodology to motivate and engage students to the learning process.

At the root of the GBL are two driving forces: (a) the use of game elements in classes (gamification): learning goals, idea generation, challenges and an award/feed-

back/observation; and (b) involve students in the design process of a game based on learning of the main subjects lectured by the professor.

Like blended learning in the past (a mixture of small units of content learned through elearning plus class base application) virtual experiences as games will offer an inte-

grated approach for human skills development (attention, coordination, decision making, communication and collaboration, etc...) and knowledge (scientific issues,

scenarios, strategies, impacts etc...).

GBL is a potential methodology – it will help to build the future now.

A good tool to develop competences.

A method to be applied under certain conditions.

Increasingly present.

Difficult to implement in the public sector.


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GBL is a future way - not the only one, but one.

New way of learning.

It will be wider spread, one more tool not replacing the existing ones.

A great solution to motivate the students and trainees, and also because of the pos-sibility to live some experiences as in real life, and also I think it will be an investment

with less money.

The future to basic knowledge.

Apply in universities.

A huge possibility of increasing then learning process.

A slow change.

As a tool to be used as a complement of the teacher's speech and class readings.

Another tool to make learning exciting.


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Rapporteurs Team


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Rapporteurs Leader

Maria José Sousa

University Professor, has a PhD in Management and

has developed her professional activities in areas like

Innovation, Knowledge Management and Lifelong

Learning. She is an author and co-author of several

best sellers in ICT and People Management. She has

also participated in several national and international

projects as part of her research activities, highlighting

the Project GREAT, led by APG. She is also frequent

speaker at conferences, mainly on the topics of

Innovation and Knowledge Management.

Special Participation of Professor Ana Almeida

Ana Almeida

Assistant Professor at the Faculty of Psychology and

Educational Sciences, Coimbra University, she has a

PhD in Educational Psychology, 2004 (Cognition and

Problem Solving), and Master since 1995 (Game,

Problem Solving and Learning).

She develops teaching functions, research and service

to the community (consultation, advice, assessment

and psychological interventions). Her interests are

around the game-based learning, research projects

and intervention supported by technological means.


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Team of Rapporteurs

Anícia Trindade

Is Responsible for initial pedagogical network of

citizen shops and multiservice shops on the

department training of Agency for Administrative

Modernization, IP. Has played roles in the areas of

innovation, training and design of educational

content. She is co-author of different books and

articles in the area of education and training. It is also

co-coordinator of the group's communication Pt

Learning Network Working Group, responsible for

managing the collaborative space Network. She has a

degree in Education Sciences from the College of

Psychology and Educational Sciences of the University

of Lisbon and a Masters in Educational Technology,

for the same college.

António Pesqueira

Graduated in Marketing, Advertising and PR in 2008

and in 2012 finished the post-graduation diploma in

Systems and information Technology for the organi-

zations.

He began his professional career in 2006 in the Por-

tugal Telecom group, and in 2008 assumed the posi-

tion as Business Analyst at Banco BPI. In 2010 started

a challenge at Microsoft Portugal as CRM Coordina-

tor. In 2011 and until this date, has started a new

challenge as responsible of CRM in Portugal at Astra-

Zeneca.

Carla Caracol

PhD in Organizational Behavior (UL-ISCPS); Fre-

quency Master in Human Resource Management

(ISLA Campus Lisboa); Postgraduate in Management

and Strategic Development of Human Resources and

Business Assistance (ISLA Campus Lisboa); Degree in

Sociology (UNL -FCSH); Human Resources Manager

at Grupo Espírito Santo.


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Inês Araújo

Master's Degree in Education Sciences by Faculty of

Psychology and Education Sciences in University of

Coimbra (FPCE UC) and is student of a Master in

eLearning Pedagogy in Open University Her profes-

sional path goes from development and evaluation

of educational software, teachers and adults training

in ICT’s, young people training in pedagogy. At this

moment is a Research Assistant in a research project

with funding by FCT named “From Games to Mobile-

Learning Interactive Activities” developed by FPCE

UC.

Isabel Pinto dos Reis

Having a degree in Human Resources Management

and Strategic Organization by ISLA and a Master in En-

trepreneurship and Innovation Management by Euro-

pean University | Laureate International Universities

assumes functions as Technical and Human Resources

Director in Just Kidding, Lda. She is also Lecturer /

Trainer in the areas of Human Resources Evaluation,

Criativity and Organizational Communication at ISLA

Santarém and Noschool Lisboa (Talent Universities).

Lucília Amorim

Owner of a Master’s Degree in Educational Sciences

along with a specialization in “Education’s Evalua-

tion” by Institute of Education of Lisbon University –

2012

She has been developing activities related to train-

ing: Construction of e-learning contents; organiza-

tion and management training; analysis of training

necessities; training planning ; construction of evalu-

ation and training instruments; making of evaluation

and training reports; adaptation/construction of

training’s data base (Microsoft Access); making of ac-

tivities to the learners learning’s evaluation through

the online tool “Raptivity”; making of competences

profiles of Citizens and Companies Shops employees

(AMA, IP).


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Marta Sampaio

Having a degree in Human Resources Management by

ISCTE and a Master in Entrepreneurship and Innova-

tion Management by European University | Laureate

International Universities assumes functions as Tech-

nical Director in Human Resources & Temporary Em-

ployment Organization (Unixira, Lda). She is also Lec-

turer / Trainer in the areas of Human Resources Inte-

gration, Recruitment and Selection, Organizational

Communication and Entrepreneurship & Innovation

at ISLA Santarém and Noschool Lisboa (Talent Univer-

sities).

Rui Silva

Degree in Work and Organizational Psychology and

client manager at RHmais, Organização e Gestão de

Recursos Humanos. Training manager, specialization

in distance learning methods. Consultant in the fol-

lowing services: learning and companies’ certifica-

tion, human resources and organizational manage-

ment, measure of quality of service (mystery shop-

ping methodology).

Susana Almeida

Dianova’s Training Centre Manager | Head of Train-

ing & Project Management Unit at Dianova - Training

and Consulting Specialist in projects design, develop-

ment and evaluation. Project Manager in the corpo-

rate and social sectors - AREAS: Training, Consulting,

Education and Social and Community Development,

Professor; Graduate in the field of Educational Sci-

ences | Postgraduate in Management (ISCTE).

Vanda Vieira

Project manager and researcher in CECOA since

2003. Main fields: transnational project coordina-

tion; education & vocational training, measurement

and ROI evaluation; knowledge management sys-

tems and promotion of e-learning and informal

learning initiatives in SME; corporate social responsi-


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bility, entrepreneurship, social community develop-

ment and voluntary work. She is/was the national co-

ordinator of several LifeLong Learning Projects, Leo-

nardo da Vinci and Grundtvig Projects. She repre-

sents CECOA in ReferNet, Pt Learning Working Group

and Rede RSO PT.


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APG Technical Team

Angela Fernandes

Consultant / Training and Projects Manager

Ana Delgado

Project Manager (IT/ Human Resources), Consult-

ant Certified Trainer and Senior Secretary

Ana Conde

Certified Trainer. Life & Executive Coach. NLP Prac-

titioner

Luis Cara D’Anjo

Training Manager


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Márcia Gonzalez

Event Management and Training

Maria Luisa Corbal

Human Capital Business Developer and Consultant

Certified Trainer

Miguel Luis

Trainer and Teacher Entrepreneurship/ Communi-

cation Manager

Miguel Toscano

Business Development Manager/ Coordinator in

the field of Social Economy Project

Miguel Lamas

Learning Researcher


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The use of Serious Games in Education: A new learning Paradigm

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