Learning role in society

Learning role in society

JUNE 2012 - GREAT FINDINGS

  http://dl.dropbox.com/s/vjihkdrtb4z2bfa/WP2-Report-JointResearch.pdf

GREAT FINDINGS – What we already know from the Project
From the Survey

A significant number of answers were achieved (542) on the GREAT survey launched early 2012. Answers coming from more than 32 countries, including several out of Europe. This meant that GBL and games in learning, in general, is an important issue at least atracting curiosity. (one of the sources for Great Learning...).

Also it showed that there are significant differences between men and women considering the number of times that they play games for pleasure. Men play significant more often than women.

Rather interesting is that there are no significant differences between age groups. Although the means suggest that the youngest play more than the older, the differences are not significant.
In Portugal, the age group 18-34 clearly states communication in foreign languages for training materials and the 45-54 for the learning to learn. However other competencies like soft skills or cultural awareness and expression also received high grade note. In Turkey expressively the choice is for communication in foreign language (63, 8% of respondents).

From the experts meeting works

GBL is special relevant both as a learn to learn methodology and as a learn to solve tool.

In order to prepare ourselves to a digital inclusive era in 2020, we must bear in mind how GBL is able to avoid digital exclusion and define what must be considered as a methodology or a learning process and how games might help to achieve educational purposes. Do you have the same sort of precautions on the subject?

Changes have to occur in training/learning programs to incorporate new learning modules; designers and producers have to work with trainers/teachers/educators and employers must participate in defining their needs.

From the Certification and Recognition of Training Systems

After the collection of information deemed relevant for the purpose, it was concluded that formal learning still have a major institutional importance in each country; although Austria and Portugal have dual certification learning systems and a National Qualification Framework (which is deeper in Portugal with a strong link to training). Certification processes of non-formal and informal learning are still to introduce in a strong and social valuable form – experiences are still shaped by formal paradigm.
But the wheel is moving and in one year we will check for further developments about it.

From the Dissemination strategy
That it must be started from the very beginning and must involve stakeholders: public and social sectors organizations; industry enterprises; universities; training and education departments and companies.
That the internal communication infrastructure must include provision of convenient and suitable mechanisms for facilitating the free flow of information (strategy, administrative and practical) across GREAT project sites as suitable to the development of an extensively distributed but coherently managed single project



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