Hariklia Tsalapatas

A European knowledgebase framework for deployment of real time AV-communication in distance teaching

The knowledgebase constitutes a new independent European framework for disseminating and deploying pedagogical use of high quality real time audio, video and data communication services into distance learning environments at a larger scale. It is completed in 2006. The information base is supported by an educational network in order to provide effective dissemination of new pedagogical methodologies and new didactical frameworks. It offer improved learning experiences, technical advise based on expert knowledge, good practice based on collective end-user knowledge, train-the-trainer program for teaching personnel, and model recommendations for the wide adoption and effective integration of visual communication into distance training programs. A possible extension of the educational network and the knowledgebase, targeting user groups outside Europe, is discussed.

A Virtual City Environment for Engineering Problem Based Learning

Game-based learning and Problem-based learning are two different approaches that share some common principles about learning: student motivation and engagement, competence-based development, learning-by-doing, etc. eCity project aims at combining these two approaches to support students on solving engineering problems using an urban simulator environment. In this way, students will be able to tackle with issues such as: mobile network deployment, electricity supply, pollution control, flooding prevention, etc. This paper introduces similar systems and projects considering both the state of the art in urban game platforms and best practices in the use of games to support education. The paper also introduces the engineering games that are being developed in eCity and proposes a problem-based methodology to guide the integration of the proposed problems in the classroom.

A Gamified Community for Fostering Learning Engagement Towards Preventing Early School Leaving

Early school leaving is a complex phenomenon that may adversely affect on a learner’s future development. ESL is the result of a combination of factors, such as insufficient school curricula understanding, low value placed on education by families, unavailability or low capacity of parents to support learners in schooling, insufficient parent-teacher-learner communication, and more. Many factors are socio-economic and are related to the extended social environment of learners. This work aims at strengthening the ties of school networks aiming at preventing ESL risk factors to set root in a learner’s life through early interventions that start in primary school. This is pursued through a gamified school community and supporting gamified complementary to school curricula learning activities that aim at fostering engagement of parents, teachers, and learners. The community promotes a sense of affiliation, opens-up communication channels, and promotes a positive school environment for the benefit of learners and their parents.

Serious Game Design for Vehicular Language Learning Addressing Work Needs

In today’s open business environment peer communication across borders is the norm. It is commonplace in face-to-face interaction as well as on-line communities that facilitate work related collaboration of cross-border teams. To effectively work in these international surroundings, individuals resort to commonly understood, vehicular languages. In work-related contexts, impeccable use of a language is less important than effective communication towards addressing common goals. This work departs from typical professional language learning approaches by introducing a serious game for building language and cultural communication skills in a lingua franca. The game exposes professionals to typical deployment of a lingua franca by native and non-native speakers. Learners build communication competence through situated learning approaches that draw inspiration from the real world, which is both multilingual and multicultural. At the same time they become aware of the cultural wealth that is manifested in the individualized uses of vehicular languages by individuals with diverse backgrounds.