Web-based System for Designing Game-based Evacuation Drills

A game-based evacuation drill (GBED) using the program Real-World Edutainment is effective disaster education. For the successful GBED, an evacuation scenario and digital materials are important. We are developing a web-based system to design GBEDs through community survey, digital material creation and evacuation scenario composition. This system works with a standard web browser and allows a wide range of people to participate in the GBED design process through simple operations

D1.3 List of available solutions

This report has been submitted by Tempesta Media SL as deliverable D1.3 within the framework of H2020 project "SO-CLOSE: Enhancing Social Cohesion through Sharing the Cultural Heritage of Forced Migrations" Grant No. 870939.This report aims to conduct research on the specific topics and needs of the SO-CLOSE project, addressing the available solutions through a state-of-the-art digital tools analysis, applied in the cultural heritage and migration fields. More specifically the report's scope is:To define proper tools and proceedings for the interview needs -performing, recording, transcription, translation. To analyse potential content gathering tools for the co-creation workshops. To conduct a state-of-the-art sharing tools analysis, applied in the cultural heritage and migration fields, and propose a critically adjusted and innovative digital approach

Ubiquitous Technology for Lifelong Learners

Nowadays, most people change their career throughout their lives, many times independently on what they learned during their formal education period. Therefore, the necessity to continually keep our skills sharp and up-to-date becomes increasingly important in a rapidly changing job market. The European Commission stressed the importance of lifelong learning as a key challenge for the knowledge society to adapt to the pace in which digital technology is transforming every aspect of people’s lives. Later on, the Commission published a reference framework comprising eight competences to flexibly adapt to a rapidly changing and highly interconnected world. In this thesis, we aim at supporting learners to understand the way they can better learn in-context using technology, therefore we focus on two specific competences, namely, learning to learn and digital competence

What is the Avatar? Fiction and Embodiment in Avatar-Based Singleplayer Computer Games: Revised and Commented Edition

What are the characteristic features of avatar-based singleplayer videogames, from Super Mario Bros. to Grand Theft Auto? The author examines this question with a particular focus on issues of fictionality and realism, and their relation to cinema and Virtual Reality. Through close-up analysis and philosophical discussion, the author argues that avatar-based gaming is a distinctive and dominant form of virtual self-embodiment in digital culture. This book is a revised edition of Rune Klevjer's pioneering work from 2007, featuring a new introduction by the author and afterword by Stephan Günzel, Jörg Sternagel, and Dieter Mersch

What is the Avatar?

What are the characteristic features of avatar-based singleplayer videogames, from Super Mario Bros. to Grand Theft Auto? Rune Klevjer examines this question with a particular focus on issues of fictionality and realism, and their relation to cinema and Virtual Reality. Through close-up analysis and philosophical discussion, Klevjer argues that avatar-based gaming is a distinctive and dominant form of virtual self-embodiment in digital culture. This book is a revised edition of Rune Klevjer's pioneering work from 2007, featuring a new introduction by the author and afterword by Stephan Günzel, Jörg Sternagel, and Dieter Mersch

Une proposition de modèle de design pédagogique dans un processus de co-conception d'un jeu sérieux par des apprenants-concepteurs

Depuis les années 1990, on a souvent critiqué et questionné notamment à l’époque du edutainment et du CBT (Computer-based training), l’intégration des jeux sur ordinateur dans les situations d’apprentissage sans apporter d’études concluantes sur le sujet (Egenfeldt-Nielsen, 2005; p.265). L’émergence des environnements d’apprentissage constructivistes, des approches pédagogiques constructivistes centrées sur les apprenants et des modèles de design pédagogique a tout de même facilité leur intégration des jeux éducatifs dans les écoles. Mais la venue d’une troisième génération de jeux éducatifs, fondée sur le socioconstructivisme et le constructiviste, a relancé le débat de cette intégration d’environnements d’apprentissage complexes en système ouvert (Squire, 2008). En d’autres mots, le développement de jeu sérieux à partir d’un outil de création favorise un « apprentissage par le design » (Kafai, 2005) tout en faisant émerger une nouvelle forme de « pensée design » ou design thinking où les apprenants deviennent des « créateurs de connaissances » (Perkins, 1991) Ce mémoire analyse les conditions préalables au design et développement lors de la mise en œuvre d’un modèle de design pédagogique où les apprenants eux-mêmes interviennent en tant qu’apprentis-concepteurs, cela afin de créer un jeu sérieux. Mots-clés : Apprentissage par le design, co-conception, processus de design pédagogique, modèle de design pédagogique, système, jeu sérieux.Since the 90s, integrating computer-based educational gaming into the learning process has been amply studied and criticized for not producing conclusive evidence, especially within the context of edutainment and CBT (Egenfeldt-Nielsen, 2005; p.265). Nonetheless, the emergence of constructivist learning environments, constructivist- centered learning approaches and instructional design models are providing new ways for integration of educational game in classrooms. A third generation of educational gaming initiated by socio-constructivists and constructivism has provided complex open system learning environments. In others words, the development of serious gaming assisted by various authoring software is providing what has been termed learning through design or learning by design (Kafai, 2005) but it is also bringing about a new form of design thinking by students who are increasing being seen as knowledge creators (Perkins, 1991). This thesis analyses the requisite design and development conditions prior to the implementation of a user-based design model. Keywords: Learning through design, co-conception, instructional design and model, serious games

The architecture of cultural enterprise: a study of design reflexivity in action

The cultural industries have an increasingly important role to play in policies addressing the UK's present and future economic competitiveness. Researching how entrepreneurial activity leads to the creation and maintenance of cultural enterprises is central to understanding the value added by such organisations. The present research contributes to our understanding of these important issues. An ethnographic approach, which is defined here as a set of methods for conducting field work (e.g., participant observation and semi-structured interviews) and a methodology for textual representations of social activity, is adopted to explore design thinking in action. The study aims at developing existing analyses which claim that contemporary production is becoming more design intensive and therefore reliant upon individuals and organisations supplying knowledge about design. This heightened awareness about the value of design for business is defined as design reflexivity, although the term is not used to indicate an epochal shift in capitalist production. Instead, design thinking is represented as central to the modem institutionalisation of knowledge. By adopting the concept of identity work, the research addresses the importance of the role of the cultural entrepreneur to the contemporary organisation of work. Empirical material, comprised of interview transcripts and field notes, is examined to understand how research participants engaged with the role of owner-founder of a design business. By 'limiting' the research to individuals located in an inner-city area and the design sub-field of the cultural industries, the research presents localised interpretations of the typical process of cultural enterprise. The metaphor of architecture is adopted to describe the act of arranging the voices of research participants through the application of an analytical model comprised of three phases. This phased analysis is not over-privileged above the participants' accounts, but to organise empirical materials which show how research participants accounted for their engagement with contemporary role of the designer (articulation); the limitations and opportunities of place and time (emplacement) and the accumulation of economic wealth comprised of tangible and intangible property (entanglement). The research connects the research participant's entrepreneurial organisation of design reflexivity together with analyses of the centrality of reflexive knowledge to study one area of knowledge intensive contemporary production

The architecture of cultural enterprise: a study of design reflexivity in action

The cultural industries have an increasingly important role to play in policies addressing the UK's present and future economic competitiveness. Researching how entrepreneurial activity leads to the creation and maintenance of cultural enterprises is central to understanding the value added by such organisations. The present research contributes to our understanding of these important issues. An ethnographic approach, which is defined here as a set of methods for conducting field work (e.g., participant observation and semi-structured interviews) and a methodology for textual representations of social activity, is adopted to explore design thinking in action. The study aims at developing existing analyses which claim that contemporary production is becoming more design intensive and therefore reliant upon individuals and organisations supplying knowledge about design. This heightened awareness about the value of design for business is defined as design reflexivity, although the term is not used to indicate an epochal shift in capitalist production. Instead, design thinking is represented as central to the modem institutionalisation of knowledge. By adopting the concept of identity work, the research addresses the importance of the role of the cultural entrepreneur to the contemporary organisation of work. Empirical material, comprised of interview transcripts and field notes, is examined to understand how research participants engaged with the role of owner-founder of a design business. By 'limiting' the research to individuals located in an inner-city area and the design sub-field of the cultural industries, the research presents localised interpretations of the typical process of cultural enterprise. The metaphor of architecture is adopted to describe the act of arranging the voices of research participants through the application of an analytical model comprised of three phases. This phased analysis is not over-privileged above the participants' accounts, but to organise empirical materials which show how research participants accounted for their engagement with contemporary role of the designer (articulation); the limitations and opportunities of place and time (emplacement) and the accumulation of economic wealth comprised of tangible and intangible property (entanglement). The research connects the research participant's entrepreneurial organisation of design reflexivity together with analyses of the centrality of reflexive knowledge to study one area of knowledge intensive contemporary production