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Contract No. 250482
CEMSDI
Civil-Servant Empowerment for Multi Media Service Delivery ICT-enabled
Interim Review Meeting
WP4 – Instruments and e-learning tools DLAVILLE
ICT Policy Support Programme
Call 3 objective 3.3 Inclusive eGovernance Project start date: 1st June 2010 Duration: 24 months Coordinating partner: INNOVA Spa Published by the CEMSDI Consortium Project co-funded by the European Commission within the CIP ICT-PSP Programme
Date: 28-11-2011 Dissemination Level: Confidential
Work package 4: Instruments and e-learning tools Task 4.4: Design and implementation of the CEMSDI
serious game. Document owner: CATTID
Outlines
EU Inspiration Why serious gaming …. Game structure Playable demo Sustainability & expected cost
DLAVille - Overview
DLAVille is an "educational-management” serious game, aimed at policy makers and practitioners of public administration. The game puts the player in the shoes of a director involved in adoption of strategic action forward adoption of DLA plan. Mixing elements of “decision making process simulation” and “self assessment tool” the game proposes to provide a clear scenario on the main DLA topics, putting together awareness functions and knowledge management elements. The model implemented aims to create an interactive and innovative ICT “learning environment”, in line with the overall vision of the CIP –PSP program “The ICT Policy Support Programme (or ICT PSP) aims at stimulating innovation and competitiveness through the wider uptake and best use of ICT by citizens, governments and businesses”
GALA PROJECT (FP7 – ICT TEL)
The GALA motivation stems from the acknowledgment of the potentiality of Serious Games (SGs) for education and training and the need to address the challenges of the main stakeholders of the SGs European landscape (users, researchers, developers/industry, educators).
ASPIS is a 3-year European project co-funded by the Lifelong Learning Programme (Transversal Programmes – Key Activity 3 ICT – Multilateral Projects) and involves 7 European countries and 9 organisations, including universities, planning and IT consultancies, research institutes and local authorities The ASPIS project aims to stimulate dialogue between urban citizens and professional architects and planners, with a focus on the sustainability of public open spaces. To achieve this aim, innovative IT tools and methods are used, including games- based learning, web 2.0, podcasts, interactive forum, online discussion groups.
ASPIS PROJECT (LLP Programme)
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European Community has gathered the best practices in the Serious Games field through the LUDUS project: objective of LUDUS is the creation of a European network for the transfer of knowledge and dissemination of best practices in the innovative field of Serious Games.
Examples of Serious Games awarded in the 2011 edition:
EnerCities
SimSafety
LUDUS PROJECT (South East Europe Prog)
GREEN MY PLACE
SAVE ENERGY (CIP – PSP Programme)
DLAVille – Tag Cloud
Self Assessment Empowerment
Learning material Profiling
Community
Open Source ePortfolio
Sustainability
Knowledge
HMI
A Serious Game is an interac+ve experience. It could have different aims, like business training, educa+onal or social campaigns, and promo+onal ac+vi+es. Moreover, it reproduces real situa+ons in which using knowledge and ac+ng with strategy could help achieve a final goal. Serious games are based on a teaching model aimed to provide learners with an involving and mo6va6ng ac+vity through:
• Ac6ve par6cipa6on of the learners • Hands-‐on approach based on problem solving
• Con6nuous feedback
Why Serious Gaming ….
The use of a serious game s+mulates and involves par+cpants.
The ability to involve learners in a hands-‐on, prac+cal and realis+c imita+on of DLA implementa+on could be crucial for the eventual effec6veness of the forma6ve plan.
The implementa+on of the DLA represents in fact a challenging ac+vity, especially in a digital-‐divide areas.
The different exis6ng approaches, that should be harmonized in a common European methodology, all require par6cipants to carry-‐out different, interrelated tasks aimed at helping the development of the Informa+on Society.
Why Serious Gaming ….
The aforemen+oned background highlights how serious games can be used to educate civil servants who will be a part of the DLA implementa6on program.
The complexity of the DLA scenario requires skills that cannot be taught by simply providing informa+on and no+ons to the learners.
This calls for a more ar6culated learning curriculum that places side by side tradi+onal learning and e-‐learning.
Why Serious gaming …
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Back to DLAVille !!!!!
The game’s aim is to increase the welfare of the ci+zens (according to specific indicators like “numbers of inhabitants” or “level of DLA implementa6on”). Achievement of objec+ves need to reach three main areas:
• Library • Classroom • office
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The GUI (graphic user interface) was developed using Blender for crea+ng 3D contents. Blender is open source and released under the GNU license. This tool allows a real modular structure of the city, which is necessary for the achievement of par+al aims of the game.
OS Tools -‐ Blender
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For the development of the game we decide to use jQuery, a framework for web pages, coded in JavaScript which allows a higher level abstrac+on for programming client-‐side behavior of every single HTML page. This framework, released under GPL, allows us to easily handle the graphics and to interface the game with a database that will contain the scores of individual players, uploaded documents and tests that you can do online.
OS Tools -‐ jQuery
Prague, Consortium meeting – May 2011
Bruxelles, Review – July 2011
Evolution of the game
Evolution of the game
Different Areas for Different Needs
In the Office is simulated the process of implementa+on of specific ac+on in line with the DLA. The process of decision making and the implementa+on of specific processes is simulated according to a specific form shared with experts.
Different Areas for Different Needs
Classroom is the area of � � study in which you can prac+ce your knowledge about DLA. New tests and contents are easy to upload even by users, thanks to a Content Management System with a “user friendly” interface.
The Library provides access to a various number of learning m a t e r i a l s a n d r e l e v a n t documents. T h i s s e c + o n m e e t s t h e commission’s sugges+on to des ign a “prob lem so lver instrument”, with contents useful to accomplish the task in the game.
Different Areas for Different Needs
DLAVille Evolution Trend
Sustainability plan & expected cost
All the involved technologies are open source, and this will ensure the alignment with European policies on the adoption of open source technologies by the PA and a reduction of the implementation costs. Technical assistance will be guaranteed by CATTID and INESC after the end of the project in the framework of ELANET Network.
Play the Demo!
Thanks for your attention!
WAITING YOU IN DLAVILLE
Main questions by the reviewers:
1. Main benefits of the Serious game solution
2. Main costs of the proposed solution
3. Final usage
Main benefits
The Serious game reproduces real situa+ons in which using knowledge and ac+ng with strategy could help achieve a final goal. Serious games are based on a teaching model aimed to provide learners with an involving and mo+va+ng ac+vity through:
• ac6ve par6cipa6on of the learners • hands-‐on approach based on problem solving
• con6nuous feedback
The relationship between game and learning is supported by many theories and researches that investigate their connection. These theories have, in recent years, supported the development of this type of learning. With simulations we have the possibility to create and repeat any kind of experience, including unlikely scenarios and/or dangerous ones. In this sense simulations can be used to broaden the student’s experience and learning field. Dewey (Dewey, 1938) states the importance of an in6mate rela6onship between the process of real experience and educa6on.
Main benefits
Main costs
All the involved technologies are open source, and this will ensure the alignment with European policies on the adoption of open source technologies by the PA and a reduction of the implementation costs. Technical assistance will be guaranteed by CATTID and INESC after the end of the project in the framework of ELANET Network.
Play the Demo!
Scenarios: Ontology
GS1 National & EU strategies • MT1 Digital Local Agenda in Europa and in the Country
• MT2 European scenario on eGovernment
• MT3 Local legislation on egovernment
GS2 Innovative Services • MT4 New services opportunity and vision of citizen centric solutions
• MT5 Strategic management of ICT in the ICT organization strategy
• MT 13 eInclusion
GS3 Governance and change management • MT6 Strategic management of Public Communication and innovative instruments
• MT7 Process analisys and Business Process reengineering
• MT8 Economic sustainability of pubblic innovation
• MT9 Project management and change management
GS4 DLA & Action Plans • MT10 Methodology for the implementation of DLA
• MT11 DLA as strategic tool for management of innovation in consortium of small municipalities
• MT12 Quality Assurance of DLA and Mesurement of programme benefits
In this context experience is crucial. Dewey (Dewey, 1938) states the importance of an in6mate rela6onship between the process of real experience and educa6on.
Speaking of skills acquisi6on, in par6cular soT skills, the prac+ce becomes essen+al for the forma+ve process: having a real experience about each object of interest can be quite complex, especially if we consider the amount of funds and resources that would be needed to recreate all the situa6ons that we want to experience or interact with.
Benefits of the Serious Game