Using a blended pedagogical framework to guide the

applications of games in non-formal contexts

Matthew Bates, David Brown, Andy Burton, NTU, UK

Aoife Breheny, The Integration Centre, Ireland

Penny Standen, The University of Nottingham, UK

•Introduce RISE project and output

•Rationale of handbook and pedagogical framework

•Discuss implementation within RISE

•Outline results of piloting

Plan

RISE Project

• Refugee Interactive Skills for Employment

• aims to remove gaps in key competencies

• that are creating barriers to employment

• for refugees in the UK, Germany and Ireland

• via the provision of a focussed curriculum

• and accompanying learning materials

To address gaps in key competencies, including:

1) vocational language and digital competencies

2) cross-cultural communication skills

3) ensuring learning resources, content and

narrative are useful, meaningful and effective

4) scoping this content, testing and piloting with

users and stakeholders.

Project Objectives

Language IT Skills Work

Preparation

UK Work Culture and

Codes of Conduct

Service Orientation

Rights and Responsibilities

Curriculum Areas

Goal: Transfer of Innovation

- focus on awareness of health and safety info and protocol

- rights and responsibilities within the workplace

Game 1: Risky Business

- focus on job-seeking preparation

- intercultural communication (both verbal and non-verbal)

- developing confidence as a job-seeker

Game 2: Interview Expert

- focus on formal written language communication

- familiarisation with vocational terminology

Game 3: Email Know How

- focus on awareness of workplace rights and responsibilities

- access to services and correlates to the following modules

Game 4: Getting There

Rationale for Handbook

• Need-analysis uncovered several barriers to success:

- Target users have varying levels of literacy

- Range of experiences with service orientation

- Issues with inter-cultural communication

- Range of digital competencies and experiences with games

• Variety of resources (4 games, 6 curriculum modules)

• Non-prescriptive: flexible approach to delivery intended

• Guidance required for adoption of resources

Solution

• Minocha ‎(2009) presents several considerations

for the successful adoption of ‘social software’ initiatives

• Derived 4 factors or ‘dimensions’ that positively influence

and facilitate the adoption of such software

• Focus on challenges that social software initiatives may face

• RISE: Continued theme of ‘transfer of innovation’

• Looked at application within previous projects (ViPi)

ViPi Project (2013) • Required Trainer Handbook

“Pedagogical framework” for RISE

• Based on work Minocha (2009)

• 12 primary considerations

• Considered “directives”

• Organised into dimensions:

- Educational

- Social

- Organisational

- Technical

Transfer to RISE Project

Transfer to RISE Project

• 17 page document organised into:

- Glossary of terms

- Description of games and resources

- Summary of how games correlate with curriculum modules

- Pedagogical framework (four dimensions)

• Extension of Vipi handbook = 16 directives (considerations)

- Based on results of needs-analysis

- Organised using Minocha’s four dimension framework

Purpose of Trainers Handbook

1. To make trainers/tutors fully aware of the blended learning

approach of the RISE project

2. To provide guidance on how to utilise the curriculum and

the interactive games in conjunction with one another to

maximise the learning content

3. To provide a cohesive structure to the delivery of the

content of the curriculum together with the learning of the

interactive games.

4. To provide instruction as to the technical application of the

games and adaptability/ modification of content by

trainers/tutors

Piloting Research

• Piloting was undertaken across Germany, UK and Ireland

with migrant support centre/language coordinators and

target user group members

• Total of 25 participants took part in piloting in various

formats who had same profile as participants in initial

research stage of RISE project

• Trainers documented their progress, issues encountered,

methods of combined delivery of the resources and benefits

of Trainers’ Handbook

• Resources and handbook amended based on feedback of

participants and trainers

Pedagogical Dimensions

Educational

•Found during piloting that the content of the lesson plans

combined with the content of the games when used in

conjunction with another were most effective.

•Developing awareness of CV skills and interview skills can be

introduced by one resource and reinforced by another –

generating discussion and promoting group work. Cultural

awareness/nuances also.

•Independent research encouraged through the embedded

links in games and info in lesson plans, particularly in terms of

rights & responsibilities info and general orientation.

Organisational

•It was found that the curriculum can be used in a flexible,

supplemental fashion, providing an alternative means to

support established curriculum materials.

UK Trainer:

•‘The games, and equally importantly the written curriculum

are an excellent, innovative way to engage individuals who are

often isolated. As a trainer I am always searching for resources

that guide and provide information in an interesting way. The

whole package can be used in a flexible ‘dip in’ approach that

suits my students.’

Pedagogical Dimensions

Social

•The lesson plan activities which require pair/group work and

role play promote co-discovery learning

•Consistent levels of co-discovery and a positive group

dynamic was reported by Irish, German and UK pilot groups

•It was found that including excursions to reinforce learning

would be beneficial –services engagement

Technical

•It was found during piloting that access and admin rights

must be established prior to installation of the games and use

of the resources to ensure smooth delivery of resources.

Pedagogical Dimensions

• RISE project has produced a variety of teaching resources

• Non-formal context requires flexible approach to delivery

• Handbook encourages full exploitation of resources

• Further considerations:

- Trainees in a state of ‘transition’ (nature of target group)

- How can trainers prepare for unpredictable attendance?

- Handbook provides directives for ‘best practice’

Conclusions

References

• Bates, M., Brown., D., Breheny, A., Beozzo, M. and Lewis, J. (2013). "The role of

participatory design methods in working with refugees to co-develop games for

learning". Paper presented at Interactive Technologies and Games (ITAG), October

2013, Nottingham, UK.

• Minocha, S. (2009). "A Study on the effective use of social software by further and

higher education in the UK to support student learning and engagement" [Online].

Available at: http://www.jisc.ac.uk/whatwedo/projects/socialsoftware08.aspx [Accessed

June 2014].

• Standen, P, and Burton, A. (2013). "The ViPi Educational and Pedagogical Framework

Final Version". Available at: http://www.vipi-project.eu/wp-content/uploads/ [Accessed

June 2014].

• McGinnity, F., Quinn, E., Kingston, G. and O’Connell, P. (2013). "Annual monitoring

report on integration 2013", Economic and Social Research Institute (ESRI). Available

at: http://www.integrationcentre.ie/ [Accessed June 2014].

• Breheny, A., McCafferty, I. and Gilmartin, H. (2013). "RISE project research, partner

county analysis (Ireland)" [Online]. Available at: http://rise-project.eu/analysis/

[Accessed June 2014].