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Stipulating innovation in stem learning and teaching with the use of serious
games
Dr Petros LamerasResearch Fellow at the Serious Games
Institute, Coventry University, UK20 May 2016, eMadrid
An International Centre for Excellence in Serious Games Applied Research, Business Engagement and Study
sgi: an agenda for applied research..sgi: an agenda for applied research..
1: Serious Games Institute: An International Hub of Excellence in Serious Games Research, Business and Study
Projects & Games at the Serious Games Institute
Applied Research Trajectories
Education Research Projects
Training frameworks for games co-authoring and co-design
Game assets, mechanics, dynamics and aesthetics
Towards a New Learning and teaching paradigm with the use of serious games.
Games for introducing innovation in learning and teaching
Lameras, P., Moumoutzis, N (2015): Fostering innovation in teaching and learning of mathematics through pervasive, disruptive and context-aware gamified learning activities. IMCL conference. Thessaloniki, Greece
Lameras, P., Arnab, S., Dunwell, I., Stewart, C., Clarke, S., Petridis, P: (in press). Essential features of serious games design: Linking learning attrbutes to game mechanics. British Journal of Educational Technology.
Lameras, P., (2013): Fostering Science Teachers’ Design For Inquiry-Based Learning by Using a Serious Game. ICALT conference. Athens, Greece
Lameras, P., Tsiatsos, T., Anastasiadou, D., Petridis, P., Tolis, D., Liarokapis, F., Protopsaltis, A (2015). Creative Thinking Experimentations For Interpreneurship with a Disruptive, Personalised and Mobile Game-based Learning Ecosystem. IMCL conference, Thessaloniki, Greece.
Environment projects
We are creating innovation in a niche research area
SGI aims to design, develop and research digital serious games for STEM for supporting universities, industry-led organisations and schools, academics, real-world scientists, teachers, teacher educators and students of all ages in order to widen access in scientific inquiry and provide everyone with the opportunities to pursue excellence in science research, learning and teaching.
The SGI’s objectives for putting forward such innovation
• Games for STEM to be an essential component of a hierarchical learning continuum for all, from school to active engaged citizenship.
• Games for STEM that focus on competencies and skills development with an emphasis on learning through science and shifting from STEM to STEAM by linking content, mechanics and learning attributes from hard linear science to non-linear more open, creative subjects and disciplines.
• Games for STEM that help teachers to enhance quality of teaching, from induction through pre-service preparation and in-service professional development with special emphasis on improving the depth and quality of learning outcomes.
• Games for STEM that foster collaboration between formal, non-formal and informal educational providers, enterprise and civil society as means to improve employability and competitiveness.
• Games for STEM that promote Responsible Research and Innovation and enhancing public understanding of scientific findings.
• Games for STEM that connect innovation and science education strategies taking into account societal needs and global developments.
Indicative STEM actions towards achieving this innovation
Indicative STEM actions towards achieving this innovation
Simaula: A game for teacher training
Simaula: A game for teacher training
Providing the game authoring tools for teachers to co-design their own games enacted in informal settings
Providing game authoring tools for teachers to co-design their own games enacted in
informal settings
Indicative STEM actions towards achieving this innovation
The main aim of the CATALYST is to define and deliver a holistic framework to support schools innovation profiling and development towards 21st century learning environments, to develop a mash-up, cloud based infrastructure that can facilitate through numerous tools and services the proposed school innovation process, acting as a digital ecosystem for education, research and commercial partners and to validate the proposed framework and the supporting infrastructure with a very large school community that will include 3000 schools from 14 European countries.
Indicative STEM actions towards achieving this innovation
Indicative STEM actions towards achieving this innovation
Making mathematics accessible to learners...
Enabling elements: Domain
“Mathematics is really ‘careful thinking about how representations of ideas could imply other representations of ideas’, and the most important process in helping anyone learn how to do mathematical thinking is to put them in many situations in which they can use how they think right now in a more careful way”.
Alan Kay
A.M. Turing Award winner (2003) for pioneering many of the ideas
at the root of contemporary object-oriented programming languages,
leading the team that developed Smalltalk, and for fundamental contributions to personal comp
Real World Scenarios
• Designing a parking from the street to the basement garage • Design a straight-line slope (Fig. 1 left) connecting the street and the basement parking
garage of a newly built house
Designing an optimal windscreen wiper
Indicative STEM actions towards achieving this innovation
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