Game-based Learning: Designing and Development of games as teaching techniques

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Preface
“Today's schools face major problems around student motivation and engagement. Gamification, or the incorporation of game elements into non-game settings, provides an opportunity to help schools solve these difficult problems. However, if gamification is to be of use to schools, we must better understand what gamification is, how it functions, and why it might be useful. This article addresses all three questions – what, how, and why bother? – while exploring both the potential benefits and pitfalls of gamification.

When words like "play", "games", "missions" and "fun" are used in front of students, they immediately show more energy in them. And this is the reason developers and educators are looking into gamifying the process of learning through a variety of new techniques using technology. The 21st century education requires the students to engage, recognize their interests, know what to learn and create a self learner attitude”.

Target group
This course is for teachers, administrators, school counselors and other educators in primary and secondary education who wish to bring gamification into the classroom and want to gain an in-depth knowledge of the best practices and policies related to the integration of software resources and methods and incorporate game-based learning in class.


Objectives
This 7-day training course will give the participants the opportunity to:
• gain an in-depth knowledge of what gamification is, how it functions, and why it might be useful;
• understand the concept of gamification in relation to student motivation and engagement;
• Be able to explain what makes a game fun and incorporate those elements into their gamification work;
• acquire an in-depth knowledge of best practices at school for integrating game-based learning;
• learn classroom management techniques and how to handle possible student misbehavior;
• Learn how to:
• teach national curriculum subjects
• help pupils develop self-confidence, independence and abilities
• prepare lessons and teaching materials
• mark and assess work


Methodology
The course methodology will ensure the active involvement of the participants in all phases. More specifically, prior to the delivery of the course, the teachers participating in the course will receive preparatory material, which will cover all important concepts to be presented during the training course. They will also have the opportunity to exchange feedback with other colleagues of them coming from different countries and working in different learning environments; they will finally be able to request any clarification related to the content of the course. In addition to this, they will be requested to answer a questionnaire prior to the delivery of the course.

The methodology of the training course is based on the following:
• theory
• use of training tools, such as case studies, videos, games, animations & exercises (practice – hands on experience)
• Feedback/reflection
These training tools are necessary to ensure that the theoretical knowledge gained by the participants can be used in real life scenarios; an important aspect and an added value for any training course.

The course includes daily practical sessions on preparing game-based techniques micro lessons to be used as case studies during the training and promotes the “learn how to learn” methodology based on learning by doing and collaborative learning. The methodology includes lectures, Power Point (PPT) presentations, videos and animations, presentation of case studies by teachers that have implemented integration strategies in their classes, workshops and exercises, and Web tools. A variety of activities (e.g.: workshops, small group work, simulation activities, structured exercises etc.) will be used. Thus, the training course will be designed in a way to build on the experience of the participants and work in an interactive way to develop awareness, confidence and skills.


Learning outcomes
By the end of this course the participants will have:
• raised their awareness on game-based learning;
• identified some of the areas of the curriculum which could challenge those students;
• learnt how to deal with the issues aroused within the classroom and make the most out of them through classroom management;
• reflected on the importance of including different learning styles in their planning;
• gained a set of teaching strategies which promote game-based learning and benefit all pupils;
• acquired planning and organisational skills;
• had an opportunity for post-course dissemination of good practice to other teachers.


Follow-Up: All participants are encouraged to maintain contact with their colleagues from the course and to establish contacts with teachers from other countries and regions to share experiences and difficulties encountered. Moreover, participants should work on adapting and creating materials for use within the context of gamification in education.

Course organiser
AKETH
Location
Trikala, Greece

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