Simprojet ::an innovative simulation platform for experiential learning in project management

Considering the variety of formal and human skills implied in effective project management practice, and the difficulties at building proper educational programs, this paper describes the innovative concept developed by HEIG-VD, built around a web-based project management simulation platform. After motivating the need for newly built educational programs in project management, we point out the requirements for such a platform, and present our achievements, concluding with future developments opportunities and further research areas of interest

A systematic review on the use of serious games in project management education

Project management education is well suited for active learning through serious games, and a lot of research has been published on the use of serious games for project management education. Earlier reviews have focused on the content and features of project management serious games. The objectives for using those serious games have been less reviewed. The aim of this study was to conduct a systematic review to better understand the objectives of using serious games in project management education, with the following research question: Why are project management serious games used in higher education? A systematic review was performed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A systematic search enabled us to identify 175 articles, of which forty-three met the eligibility criteria. An inductive content analysis of those articles showed that project management serious games are used mainly for pedagogical and practical reasons. From a pedagogical perspective, serious games are mainly used to develop specific skills that are difficult to acquire in classic ex cathedra lectures, such as practical competencies and soft skills. From a practical perspective, serious games are mainly used for proposing a risk-free trial environment. Based on our analysis, we propose a taxonomy of reasons for using PM games in higher education. Our study also reveals that few studies assess whether serious games meet all their objectives, and that more research is needed on how to implement them into a coherent pedagogical scenario

Conception collaborative du jeu Péroll'ard ::outils, méthodes et processus

La création de dispositifs à visée éducative et ludique est un processus complexe qui rend nécessaire l’adoption d’une ingénierie spécifique et collaborative. Cet article a pour objectif de décrire les outils, méthodes et processus mis en place lors de la conception d’un jeu permettant la découverte de l’Université de Fribourg. Sur la base de méthodes agiles et centrées utilisateurs, un groupe de chercheurs, experts pédagogiques et informaticiens collaborent à la réalisation de dispositifs pédagogiques et à l’intégration de mécaniques de jeux. L’analyse de l’ensemble du processus permet, par itération, d’adapter et d’affiner les méthodologies de conception de ressources ludo-pédagogiques

Flexitests ::pédagogies actives en psychologie expérimentale

Flexitests est une application web permettant à des étudiants1 sans compétences informatiques de concevoir et développer des tests de psychologie. Cette application rend possible de nouvelles approches pédagogiques pour des enseignements de neurosciences comportementales, en permettant notamment aux étudiants de passer des tests standards ou en leur proposant de créer leurs propres tests

Capturing egocentric biases in reference reuse during collaborative dialogue

Words that are produced aloud—and especially self-produced ones—are remembered better than words that are not, a phenomenon labeled the production effect in the field of memory research. Two experiments were conducted to determine whether this effect can be generalized to dialogue, and how it might affect dialogue management. Triads (Exp. 1) or dyads (Exp. 2) of participants interacted to perform a collaborative task. Analyzing reference reuse during the interaction revealed that the participants were more likely to reuse the references that they had presented themselves, on the one hand, and those that had been accepted through verbatim repetition, on the other. Analyzing reference recall suggested that the greater accessibility of self-presented references was only transient. Moreover, among partner-presented references, those discussed while the participant had actively taken part in the conversation were more likely to be recalled than those discussed while the participant had been inactive. These results contribute to a better understanding of how individual memory processes might contribute to collaborative dialogue

Concevoir des ressources pédagogiques, une question de collaboration

Le laboratoire d'Innovation Pédagogique de l'université de Fribourg (LIP) et la Haute école d'Ingénierie et de Gestion du canton de Vaud (HEIG-VD) sont partenaires dans plusieurs projets de conception et expérimentation de ressources numériques dédiées à l'enseignement. Comment et pourquoi une telle collaboration

A customizable serious game for project management education

In practice, effective project management needs both soft and hard skills, but project management education often focuses mainly on hard skills. In order to improve the development of soft and hard skills, IICT has developed a serious game that supports project management education. The specifics of this serious game lies in the possibilities of scenarios customization. After an overview of traditional educational programs in project management, we point out the requirements for a serious game that could support active pedagogies, present our achievements and conlude with some perspectives for future research and development

Formation à la gestion de projet et simulations

L'augmentation de la complexité de l'environnement et des projets qui s'y déroulent a provoqué une remise en question globale de méthodes de formation à la gestion de projet. De nouvelles formes pédagogiques et contenus de formation sont demandés et attendus. Une réponse possible à ce défi réside dans les simulations logicielles: créer des environnements virtuels au sein desquels les étudiants peuvent appliquer leurs connaissances théoriques, s'entraîner et apprendre de leurs erreurs

Analyse comparative des comportements dans les serious games pour améliorer l’impact sur l’apprentissage

Les serious games constituent un outil d’enseignement en essor constant dans de nombreuses disciplines de formation. Leur mise en ligne en améliore bien-sûr la facilité de distribution et d'accès, mais permet aussi de collecter de grandes quantités de données de suivi engendrées par l’activité des apprenants. Dans un cadre pédagogique, ces données permettent de réaliser des statistiques sur le comportement des apprenants, qui seront vus tantôt comme des individus, tantôt comme des groupes (p.ex. des classes). Nous proposons ici de nouvelles applications pédagogiques de ces statistiques et montrons comment une analyse comparative des comportements peut impacter positivement le processus d’apprentissage