eMapps.com - Digital Learning

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Information about eMapps.com - Digital Learning
Education

Published on October 10, 2009

Author: CarolUsher

Source: slideshare.net

Description

Motivating Active Participation of Primary Schoolchildren in Digital Online Technologies for Creative Opportunities through Multimedia

Presentation by Gabriella Lovasz, Cross Czech
IMAGINE Roundtable, European Conference on Games Based Learningof Graz, Austria.
12,to October 13, 2009

Motivating Active Participation of Primary Schoolchildren in Digital Online Technologies for Creative Opportunities through Multimedia www.emapps.com 9-12 age web-based technology mobile devices teachers‘ toolkit learning impact recommendations eMapps.com project impact With the support of the Lifelong Learning Programme of the European Union

9-12 age

web-based technology

mobile devices

teachers‘ toolkit

learning impact

recommendations

16 schools from CEE countries Example: Haapsalu Gümnaasium, Estonia „ In general the outcome of the game justified itself - the game was fun for us and kids. They could learn something outside and in different environment; they got new information about their hometown, reinforced the acquired knowledge through practical tasks. “ http://emapps.info/eng/Schools-Portfolio

Example: Haapsalu Gümnaasium, Estonia

The web platform QFK is the Game Based Mobile Learning (GBML) Platform. It enables development and playing of mobile educational games. Games can be played via multimedia mobile devices (mobile phones, smart phones) or regular internet browser from the desktop computer, using WWW technologies only. http://qfk.ltfe.org/

QFK is the Game Based Mobile Learning (GBML) Platform. It enables development and playing of mobile educational games.

Games can be played via multimedia mobile devices (mobile phones, smart phones) or regular internet browser from the desktop computer, using WWW technologies only.

Recommendations - examples Validate the project against six dimensions: Syst e m ; Institutional ; Pedagogical ; Technical ; Economic ; Cultural/Linguistic … .for assessing the potential adaptation or innovative impact of a new tool or approach. System level: education 2. Explore how assessment systems can better take into account individual and social skills and knowledge developed through games-based learning as in eMapps.com. Pedagogical level: teaching and learning 5. Communicate the results of the project to classroom teachers in a way that presents the benefits to them and learners and that enables them to make it happen in their own school. Technology: ICT tools and services 7. Monitor developments and best practice in mobile and game-based learning in other countries. More information on www.emapps.com

Validate the project against six dimensions:

Syst e m ; Institutional ; Pedagogical ; Technical ; Economic ; Cultural/Linguistic

… .for assessing the potential adaptation or innovative impact of a new tool or approach.

System level: education

2. Explore how assessment systems can better take into account individual and social skills and knowledge developed through games-based learning as in eMapps.com.

Pedagogical level: teaching and learning

5. Communicate the results of the project to classroom teachers in a way that presents the benefits to them and learners and that enables them to make it happen in their own school.

Technology: ICT tools and services

7. Monitor developments and best practice in mobile and game-based learning in other countries.

More information on www.emapps.com

Learning impact - examples Teachers tell us that the children Learned new facts across a range of curriculum subjects; one of the strengths of the game is that it can be cross-curricular Learned new technology skills with handhelds, the platform and ICT Improved generic skills, especially teamwork and cooperation, analytical appraisal, collaborative decision-making, negotiating, independent decision-making, self-reliance, planning, navigating in real and virtual spaces. Learned self-confidence More information on www.emapps.com

Teachers tell us that the children

Learned new facts across a range of curriculum subjects; one of the strengths of the game is that it can be cross-curricular

Learned new technology skills with handhelds, the platform and ICT

Improved generic skills, especially

teamwork and cooperation,

analytical appraisal,

collaborative decision-making,

negotiating,

independent decision-making,

self-reliance,

planning,

navigating in real and virtual spaces.

Learned self-confidence More information on www.emapps.com

Conclusions Virtual games have positive impact and can be used as educational tools eMapps model is successful in building learning communities Parents supported this learning model Policy-makers found eMapps attractive and innovative but were „carefully optimistic“ eMapps platform is used after the project by new schools as well (further developments took place)

Virtual games have positive impact and can be used as educational tools

eMapps model is successful in building learning communities

Parents supported this learning model

Policy-makers found eMapps attractive and innovative but were „carefully optimistic“

eMapps platform is used after the project by new schools as well (further developments took place)

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