Developing a Vocational Training Computer Game Workplace Simulator: The Vocational Game Project

Abstract This study presents the research and production processes for the development of a Vocational Training computer game workplace simulator that will be used to deliver competency-based The study focuses on the design and development of immersive educational environments and assesses the optimal level of interactivity and game play necessary to achieve identified learning outcomes. This application of games technologies and the development of immersive learning environments enables the targeted delivery of flexible, customised learning programs in the workplace ensuring participant engagement through active learning

Playing your way to competency

The use of computer games as learning tools is now commonplace, but how effective is their delivery? This paper explores the impact of narrative and gameplay elements on student learning outcomes when computer games are used as education and training tools and asks if interactive gameplay provides a more appropriate context in which to deliver information than the more commonly employed multiple-choice quiz interactive? Activity Theory has been used to analyse quantitative and qualitative data collected during trials of two computer based products - an interactive game and a multiple-choice quiz. Initial results of the research indicate that deep, sustainable learning is more successfully achieved when learners engage with content delivered within an interactive game based framework

Student Diversity as Grass Roots Internationalisation in Social Work Education

Internationalisation of social work education is driven by student diversity as well as by employer demand, the profession internationally, and by universities. Students from diverse backgrounds bring with them their own distinctive cultures, knowledges and ways of being. At Victoria University, Melbourne, Australia, this diversity has prompted us to explore and develop a grass roots approach to internationalisation. This paper gives details of three projects undertaken as part of this exploration. Our approach includes some exploratory research with students, and collaborations with the university's Curriculum Innovation Unit, Language, Literacy and Numeracy Strategy, and Student Learning Unit. Our work focuses on understanding and embedding into the curriculum, students' own experiences and 'funds of knowledge'. At the same time we support students as they develop familiarity with the academic and professional discourses of social work, and advance their academic and professional literacy. This collaborative work is situated within critical social work, critical pedagogy and critical literacy