Code RED – Co-design to Re-Engage the Disengaged

AGREEMENT NUMBER - UK/13/LLP-LdV/TOI-678

PROJECT NUMBER - 2013-1-GB2-LEO05-10789

Code RED Trainers Handbook

Table of Contents

1 Introduction and Scope ................................................................................................................... 4

2 A walkthrough over Code RED curriculum resources ..................................................................... 5

2.1 Suggested learning paths - A guide to use the curriculum ..................................................... 5

2.1.1 Path n. 1: How to cope with students who do not participate in the regular classroom

activities 6

2.1.2 Path n. 2: How to involve students who are disengaged in one or more topics? or “I

like ICT, but history (mathematics / law / foreign language) is not my topic!” .............................. 6

2.1.3 Path n. 3: If bulling arises, how to deal with it? .............................................................. 7

3 How to access and use the Code RED i-Learning environment ...................................................... 9

3.1 Quick Guide for Trainers ......................................................................................................... 9

3.1.1 Introduction .................................................................................................................... 9

3.1.2 Access to the Code RED i-Learning Environment ............................................................ 9

3.1.3 Creating Course Activity ................................................................................................ 11

3.1.4 Other potentially useful modules for creating activity in a course .............................. 15

3.1.5 Creating course content in "Code RED i-Learning Environment" ................................. 16

3.1.6 References .................................................................................................................... 18

4 How to use the games’ resources in combination with the curriculum and i-Learning

environment ......................................................................................................................................... 20

4.1 Getting There ........................................................................................................................ 20

4.1.1 About the Game ............................................................................................................ 20

4.1.2 Check your System ........................................................................................................ 20

4.1.3 Download and Install .................................................................................................... 20

4.1.4 Start the Game .............................................................................................................. 20

4.1.5 Play the Game ............................................................................................................... 22

4.2 Got the Skills! ........................................................................................................................ 24

4.2.1 About the Game ............................................................................................................ 24

4.2.2 Check your System ........................................................................................................ 25

4.2.3 Download and Install .................................................................................................... 25

4.2.4 Start the Game .............................................................................................................. 25

4.2.5 Play the Game ............................................................................................................... 27

4.3 ARIS games: Dora’s Box and Eve’s World ............................................................................. 31

4.3.1 Playing the location-based games in ARIS Platform for the first time .......................... 31

4.4 Mapping the Games to the Curriculum ................................................................................ 32

5 Contacts ........................................................................................................................................ 35

1 Introduction and Scope

This Trainers’ Handbook aims at enabling the trainers properly and effectively utilising the intellectual outcomes of the Code RED project, to fit them together into the envisaged educational pathways towards re-engagement in education and subsequently employability. Details are provided on each of the outcomes, as well as, advices on how to use them.

In order to maximise learning and to provide a package that caters for the needs of a wide variety of

Code RED potential end-users, the project has developed a comprehensive and rich curriculum,

accompanied by four digital (education) games to serve as learning resources (two desktop-based

and two location-based/mobile games) to be blended in the overall learning experience. In addition,

Code RED project offers all outputs through a dedicated i-Learning Environment, configured and

populated with content so as to allow online access to material and remote delivery of courses. It

enables a combination of traditional face-to-face classroom methods with computer delivered

materials in the form of an online platform. These two methods of supporting learning have

different strengths and in combination provide a more motivating learning environment.

2 A walkthrough over Code RED curriculum resources

Employability skills comprise a wide variety and diversity of skills, including both soft skills - related to team working, behaviour, problem solving, etc., and hard skills on specific subject areas expected by employers and widely recognised as key skills in approaching the labour market. Lack of either of the two types of skills, will increase the likelihood of rejection and unemployment and subsequently to other societal issues. Therefore, an employability curriculum should be as complete as possible, and offer the variety of units required to address the former range of skills. The GOET Curriculum has been reviewed by Code RED consortium and it has been confirmed that the GOET Curriculum already offers a good variety of basic and soft skills concerning personal development (e.g. self-esteem and self-confidence), personal safety and health (hygiene, self-organization, etc.), basic language and arithmetic skills, skills for preparing for interviews and work, skills required to behave properly on the job giving job sustainability, skills required when stating work, general communication skills, planning skills, etc.

As a result, the Code RED Curriculum provides a combination of soft and hard skills units. In fact, the development of hard skills can be achieved through methodologies and tools which also enhance soft skills. Digital skills are essential in today’s labour market, therefore a general Unit on “ICT Skills” is of value to a person looking for employability skills. Within this general Unit, Code RED contributes a detailed series of courses on digital games’ co-designing, which combines the hard skills of designing and developing digital games, with soft skills of group working, problem solving, etc. Specifically the offered “Participatory digital (educational) games co-design” Unit covers two courses that help introducing the co-design methodology and cooperative learning in general (Phase A), five courses that support the tutor in executing the games’ co-design methodology (Phase B) and four final courses that offer hard skills about well-known game authoring and other supportive software (Phase C).

It is noted that the courses’ plans and timings contained within the present curriculum unit are indicative only. The content is intended to be used flexibly in order to meet the individual needs, prior skills, knowledge, and learning styles of students.

2.1 Suggested learning paths - A guide to use the curriculum

Other than treating (and using) the curriculum as a repository of resources, whose access can be direct as a response to a major need (e.g. how to introduce the job search activity in the classroom), it can also be viewed as a source of complex responses to guide typical education-related issues throughout all countries.

These issues are related to the dropout and ESL phenomena and they also represent a great chance for re-engaging students in education through the main employability skills.

Examples of these more complex issues (as has been also testified by the Code RED stakeholders) are:

1. How to cope with students who do not participate in the regular classroom activities? 2. How to involve students who are disengaged in one or more topics? or “I like ICT, but history

(mathematics / law / foreign language) is not my topic!” 3. If bulling arises, how to deal with it?

The above list is neither exhaustive nor complete. Each educational path and the related resources can vary as teachers and trainers consider them to be relevant and useful in the specific context.

A number of further and different paths can be created and tested, just linking units and tools in a cohesive whole.

2.1.1 Path n. 1: How to cope with students who do not participate in the regular

classroom activities

Starting block Unit 1.1: Self-esteem and self-confidence

Any sub-unit from “Unit 1 Personal development” can be added if needed.

Core units Unit 7.1.1: Understanding the importance and advantages of cooperative learning

Unit 7.1.2: Introduction to games’ co-design methodology

Unit 6.2: Working with others

More ICT contents Units 7.1.3 – 7.1.7

Rationale and brief description of Path n. 1

It aims to involve students who are at risk to be excluded by – or to be self-excluded from - the main group.

Starting with a self-esteem exercise is beneficial to the whole group, both the stronger children and the “weaker” ones. It is often observed that further issues emerge as being the root cause of disengagement after an initial exercise (e.g. suffering from bulling, from linguistic disadvantage, etc.). Should these factors emerge, a more devoted activity can be planned both individually and/or in groups.

Some skills refer directly to the job context (e.g. working with others) and should help shifting from education to job context and fix possible blocks, while developing major soft skills.

ICT skills are merged with simple project management tools and help adding self-confidence in setting and joining achievable goals.

2.1.2 Path n. 2: How to involve students who are disengaged in one or more topics? or “I

like ICT, but history (mathematics / law / foreign language) is not my topic!”

Starting block Unit 3: Basic Skills

Unit 1.1: Self-esteem and self-confidence

Any further part of “Unit 1: Personal development” can be added if needed

Core units Unit 7.1: Participatory digital education games’ design

All A, B and C Phases – depending on the available time – can be beneficial.

More contents Unit 6.2: Working With Others

Unit 6.3: Your Responsibilities in the Workplace

Rationale and brief description of Path n. 2

It aims to cope with single or group disengagement towards a specific topic.

Starting with a self-esteem exercise is beneficial to the whole group, both the strongest children and the weaker ones. Each participant can improve his/her own capabilities and gain a better knowledge or comprehension of an unpleasant topic, through a game creation exercise focussed on an agreed idea, chosen by students. Subdivide the tasks into small and achievable goals helps fostering resilience and helps discovering some new personal skills and attitudes.

Some skills refer directly to the job context (e.g. working with others or considering own responsibilities) and should help shifting from education to job context and fix possible blocks, while developing major soft skills. It also helps in realising that also in future job experience inconvenient tasks could occur and have to be managed properly.

ICT skills are merged with simple project management tools and help add self-confidence in setting and joining achievable goals.

2.1.3 Path n. 3: If bulling arises, how to deal with it?

Core units Unit 1.2: Managing aggression

Unit 1.4: Responding to Peer Pressure, Bullying and Abuse

More contents Unit 1.1: Self-esteem and self-confidence

Unit 7.1.1: Understanding the importance and advantages of cooperative learning

Unit 6.2: Working with others

Unit 6.4: Managing your workload

Rationale and brief description of Path n. 3

The suggested path refers mainly to Unit 1, which is devoted to challenge the issues of Bullying within the education context.

Two Units are therefore specifically addressed to cope with the problem (Unit 1.2 and Unit 1.4) and a wider range of units are devoted to promote the personal development and to develop skills and behaviours also related to the job context (e.g. working with others or

considering own workload) and should help shifting from education to job context and fix possible blocks, while developing major soft skills. It also helps in realising that also in future job experience difficult conditions could occur and it is therefore important to develop a valid and effective way to cope with this problem.

ICT skills are merged with simple project management tools and help add self-confidence in setting and joining achievable goals.

3 How to access and use the Code RED i-Learning environment

The Code RED i-Learning platform and its content, mainly target the students in iVET, particularly

those from vulnerable groups and special educational needs, including learning disabilities, migrants,

mental health issues, dependency issues, social and emotional issues etc., as well as their teachers

and trainers.

The i-Learning environment offers employability units, adopting the ECLASS framework of self-

directed learning (Andragogical approach (M.Knowles)), and adapting it to include more informal

learning and group problem solving, to suit the target group of young people. Overall, the platform

aims at offering an interactive environment for teachers and students to collaborate in problem-

based learning, project-based learning, etc. Moreover, the platform supports e-learning sessions,

virtual interactions among students and teachers, as well as the creation of a web community to

share knowledge, best practices, etc., interoperable with other i-Learning platforms and Web

services.

You may access the Code RED i-Learning platform (‘i’ for Internet, instead of ‘e’ for Electronic) at:

http://codered-project.eu/iLearning/

As a guest user you are able to see the available courses and decide to register and enrol in any of

them. If you need support, please, do not hesitate to contact us and we will be happy to create

specific account for you and send you relevant credentials. Brief guidelines on how to use the

platform as a teacher, is available in the following:

3.1 Quick Guide for Trainers

3.1.1 Introduction

Code RED iLearning Environment is a web platform based on the Moodle platform1, an open source

learning management system (LMS). The design and development of Moodle has been guided by a

social constructionist theory and practice of teaching and learning, and can be used to support a

number of other pedagogical and andragogical approaches. Although initially designed for higher

education environment (university), Moodle has quickly become used across a broad range of

organisations worldwide to fully conduct online courses or support face-to-face teaching and

learning.

Its modularity, flexibility, security and free availability have attracted learning communities ranging

from single primary school classrooms to large universities, businesses, government departments

and other places where people learn [1].

Based on socio-constructivist and connectivist principles, Moodle offers a wide range of

opportunities for collaborative learning. The most useful activities and solutions available in

Moodle for collaborative learning are presented in this handbook.

3.1.2 Access to the Code RED i-Learning Environment

1 www.moodle.org

Before being able to use the core functionality of the "Code RED i-Learning Environment", you need

to create a New Account. This is facilitated by e-mail confirmation. A email is sent automatically by

the platform after completing the New Account registration form (Figure 2), accessible from the

main Login screen (Figure 1).

Once a user account is established the administrator of the platform will assign the correct role (and

subsequently access level) to you. The supported roles are: i) student (default - can interact with

course content only), ii) teacher with editing permissions (can populate a course with activities and

provide learner feedback - e.g. grades, assignment comments etc.), iii) teacher without editing

permissions (can provide learner feedback only - e.g. grades, assignment comments etc.), iv) course

creator (can create new courses, teach within them and assign teachers)

Figure 1: The main login screen of Code RED i-Learning Environment

Figure 2: The registration page of Code RED i-Learning Environment

Summarising, teachers that do not have an account already created for them, should create one by:

Step 1: Click “Start now by creating a new account button”

Step 2: Complete signup form and click “Create my new account” button

Step 3: Respond to the e-mail sent by clicking link within message

Step 4: If required, once you have created a New Account ask the "Code RED i-Learning

Environment" administrator to change your accounts login permissions.

3.1.3 Creating Course Activity

Before you start creating course content as a Teacher in "Code RED i-Learning Environment":

You need to contact the system administrator to assign you to a new, blank course where

you have teacher privileges.

You need to be logged in, in order to edit a course and use most of the features described

below.

Content modules (explained later in more detail) can be added to the course by pressing the "Add an

activity or resource" button at the course screen (Figure 3).

Figure 3. The main page of a new course where Activities can be added

The Most useful content modules for collaborative learning [2] are discussed in the following.

3.1.3.1 Forum

The forum can be used by both, students and teachers to launch discussion topics and ask questions,

giving everyone the opportunity to contribute with his comments and knowledge to building

collective knowledge. To add a forum in a course, select forum in the pop-up window that appears

when you press the "Add an activity or resource" button in course screen and then press the add

button (Figure 4). In the same way you can add also other content modules (activities).

Figure 4. Adding an Activity (content module) in a course

There are several types of forums that can be created for collaborative learning [2]:

Standard forum for general use - An open forum where anyone can start a new discussion at

any time (Default forum type)

Q and A forum - Students must first post their perspectives before viewing other students'

posts. Select forum type "Q and A forum" in the list in create forum page (Figure 5). In the Q

and A forum the topics are initiated only by the teacher and can take the form of question or

the form of a debate subject. Usually the Q and A forum is used as an assessment method,

but it has an important role in collaborative learning. The students are required to answer

the teacher’s questions, but after they offer their answer, they can also see the answers of

the others. Therefore, they can compare the personal approach on the subject with others

and complete their own knowledge with that of other participants [2].

Figure 5. Creating a new Forum of some type

Other forum types:

A single simple discussion - A single discussion topic which everyone can reply to (cannot be

used with separate groups)

Each person posts one discussion - Each student can post exactly one new discussion topic,

which everyone can then reply to.

Standard forum displayed in a blog-like format - An open forum where anyone can start a

new discussion at any time, and in which discussion topics are displayed on one page with

"Discuss this topic" links.

3.1.3.2 Glossary

The Glossary is another content module that can be used for collaborative learning. For this purpose,

the teacher builds the Glossary in order to be completed by the students. He/She can assign

certain terms to be defined by each student or he/she can let the students insert the definitions as

needed. Enabling multiple definitions for the same term, different students can add their

contribution, participating in the construction of collaborative knowledge [2].

The glossary module enables participants to create and maintain a list of definitions, like a dictionary,

or to collect and organise resources or information. A teacher may allow files to be attached to

glossary entries. Attached images are displayed in the entry. Entries can be searched or browsed

alphabetically or by category, date or author. Entries can be approved by default or require approval

by a teacher before they are viewable by everyone. If the glossary auto-linking filter is enabled,

entries will be automatically linked where the concept words and/or phrases appear within the

course.

A teacher can allow comments on entries. Entries can also be rated by teachers or students (peer

evaluation). Ratings can be aggregated to form a final grade which is recorded in the gradebook.

Glossaries have many uses, such as:

A collaborative bank of key terms

A ‘getting to know you’ space where new students add their name and personal details

A ‘handy tips’ resource of best practice in a practical subject

A sharing area of useful videos, images or sound files

A revision resource of facts to remember

3.1.3.3 Wiki

The wiki is another module useful for collaborative learning. The teacher can set an assignment

where students can contribute together, building pages with information on a certain subject. It is

important for the teacher to clearly explain the way the students will work in order to create the

pages of the wiki [2].

3.1.3.4 Workshop

The workshop in another module that supports assessment, as well as collaborative learning. It

implies two stages. In the first stage the students must submit a paper or another kind of assignment.

In the second phase, each student will have to assess the responses of other students assigned to

him/her. For this second phase, it is important that the teacher has clearly defined the evaluation

criteria used by students for the assessment. Reading and evaluating their peers’ answers, allows the

students to learn other views on the topic. They can also give a feedback to the papers they are

assessing, allowing an exchange of information between peers.

3.1.3.5 Database

The data base is another collaborative learning module where each student contributes with his/her

knowledge on the subject. The teacher asks students to build a common database where each

student completes a certain number of rubrics. It can be a database of external sites with

information on the topic, or it can be the answer to a certain questionnaire, acting as a way to build

collective knowledge.

3.1.3.6 Chat

The chat module enables participants to have text-based, real-time synchronous discussions (Figure

6).

Figure 6: Screenshot from a chat activity

The chat activity is a useful way to get the different understanding of each other on the topic being

discussed – the mode of using a chat room is quite different from the asynchronous forums. The

Chat module contains a number of features for managing and reviewing chat discussions. Chatting

may be a one-time activity or it may be repeated at the same time each day or each week, acting as

a virtual meeting channel. Chat sessions are saved and can be made available for everyone to view

or restricted to users with the capability to view chat session logs. Chats are especially useful when

the group chatting is not able to meet face-to-face, such as for:

Regular meetings of students participating in online courses to enable them to share

experiences with others in the same course but in a different location

A student temporarily unable to attend in person chatting with their teacher to catch up

with work

Students out on work experience getting together to discuss their experiences with each

other and their teacher

Younger children using chat at home in the evenings as a controlled (monitored)

introduction to the world of social networking

A question and answer session with an invited speaker in a different location

Sessions to help students prepare for tests where the teacher, or other students, would pose

sample questions

3.1.3.7 Study groups

The platform also allows the teacher to build various groups of students. Therefore, the teacher can

form and monitor the activity of study-groups that work on certain collaborative projects. A group

can be created by clicking on the 'Create group' button in Settings > Course administration > Users >

Groups [3].

3.1.4 Other potentially useful modules for creating activity in a course

3.1.4.1 Assignment

The assignment module enables a teacher to communicate tasks, collect work and provide grades

and feedback. Students can submit any digital content (files), such as word-processed documents,

spreadsheets, images, or audio and video clips. Alternatively, or in addition, the assignment may

require students to type text directly into the text editor. An assignment can also be used to remind

students of 'real-world' assignments they need to complete offline. Students can submit work

individually or as a member of a group.

When reviewing assignments, teachers can leave feedback comments and upload files, such as

marked-up student submissions, documents with comments or spoken audio feedback. Assignments

can be graded using a numerical or custom scale or an advanced grading method such as a rubric.

Final grades are recorded in the gradebook.

3.1.4.2 Choice

The choice module enables a teacher to ask a single question and offer a selection of possible

responses. Choice results may be published after students have answered, after a certain date, or

not at all. Results may be published with student names or anonymously. A choice activity may be

used: i) as a quick poll to stimulate thinking about a topic, ii) to quickly test students' understanding,

iii) to facilitate student decision-making, for example allowing students to vote on a direction for the

course.

3.1.4.3 Survey

The survey module provides a number of verified survey instruments that have been found useful in

assessing and stimulating learning in online environments. A teacher can use these to gather data

from their students that will help them learn about their class and reflect on their own teaching.

These survey tools are pre-populated with questions. Teachers who wish to create their own survey

should use the “feedback module”. There are 3 available survey types:

Attitudes to Thinking and Learning Survey (ATTLS) - For measuring the extent to which a

person is a 'connected knower' (tends to find learning more enjoyable, and is often more

cooperative, congenial and more willing to build on the ideas of others) or a 'separate

knower' (tends to take a more critical and argumentative stance to learning)

Critical incidents survey

Constructivist On-line Learning Environment Survey (COLLES) - For monitoring the extent to

which the interactive capacity of the World Wide Web may be exploited for engaging

students in dynamic learning practices

3.1.4.4 Lesson

The lesson module enables a teacher to deliver content and/or practice activities in interesting and

flexible ways. A teacher can use the lesson to create a linear set of content pages or instructional

activities that offer a variety of paths or options for the learner. In either case, teachers can choose

to increase engagement and ensure understanding by including a variety of questions, such as

multiple choice, matching and short answer. Depending on the student's choice of answer and how

the teacher develops the lesson, students may progress to the next page, be taken back to a

previous page or redirected down a different path entirely. A lesson may be graded, with the grade

recorded in the gradebook. Lessons may be used for self-directed learning of a new topic, for

scenarios or simulations/decision-making exercises, or for differentiated revision, with different sets

of revision questions depending upon answers given to initial questions.

3.1.4.5 SCORM package

A SCORM package is a collection of files which are packaged according to an agreed standard for

learning objects. The SCORM module enables SCORM or AICC packages to be uploaded as a zip file

and added to a course. The content is usually displayed over several pages, with navigation between

the pages. There are various options for displaying content in a pop-up window, with a table of

contents, with navigation buttons, etc.. The SCORM module may be used for presenting multimedia

content and animations or as an assessment tool.

3.1.5 Creating course content in "Code RED i-Learning Environment"

Content resources can be added to the course by pressing the "Add an activity or resource" button

from the course screen (Figure 7).

Figure 7: Adding course content resources from the course page

3.1.5.1 Book

The book resource enables a teacher to create a multi-page content in a book-like format, with

chapters and subchapters. Books can contain media files, as well as text and are useful for displaying

lengthy passages of information which can be broken down into sections. A book may be used to

display reading material for individual modules of study, as a staff departmental handbook, or as a

showcase portfolio of student work.

To add a Book in a course, select Book in the pop-up window that appears when you press the "Add

an activity or resource" button in course screen and then press the add button (Figure 7). In the

same way you can add also other content resources.

3.1.5.2 External Media

The “Moodle External Media” module allows you to add embeddable content (videos, pictures) and

resources (pdf, rss, etc.) to the course. It supports providers that implement any of the protocols

(oembed, ogp), e.g. Youtube, Dailymotion, Slideshare, Google Books, and more.

3.1.5.3 File

The file module enables a teacher to provide a file as a course resource. Where possible, the file will

be displayed within the course interface; otherwise students will be prompted to download it. The

file may include supporting files, for example an HTML page may have embedded images or Flash

objects. It is, however, noted that students need to have the appropriate software on their

computers in order to open the file after downloading it. A file may be used to share presentations

given in class, to include a mini website as a course resource, as well as to provide draft files of

certain software programs (e.g. Photoshop - .psd) so students can edit and submit them for

assessment.

3.1.5.4 Folder

The folder module enables a teacher to display a number of related files inside a single folder,

reducing scrolling on the course page. A zipped folder may be uploaded and unzipped for display, or

an empty folder created and files uploaded into it. A folder may be used for a series of files on one

topic (for example a set of past examination papers in pdf format or a collection of image files for

use in student projects) or to provide a shared uploading space for teachers on the course page

(keeping the folder hidden so that only teachers can see it).

3.1.5.5 IMS content package

An IMS content package is a collection of files which are packaged according to an agreed standard

so they can be reused in different systems. The IMS content package module enables such content

packages to be uploaded as a zip file and added to a course as a resource. Content is usually

displayed over several pages, with navigation between the pages. There are various options for

displaying content in a pop-up window, with a navigation menu or buttons etc. An IMS content

package may be used for presenting multimedia content and animations.

3.1.5.6 Label

The label module enables text and multimedia to be inserted into the course page in between links

to other resources and activities. Labels are very versatile and can help to improve the appearance

of a course if used thoughtfully. Labels may be used to split up a long list of activities with a

subheading or an image, to display an embedded sound file or video directly on the course page or

to add a short description to a course section.

3.1.5.7 Page

The page module enables a teacher to create a web page resource using the text editor. A page can

display text, images, sound, video, web links and embedded code, such as Google maps. Advantages

of using the page module rather than the file module include the resource being more accessible (for

example to users of mobile devices) and easier to update. For large amounts of content, it is

recommended that a book is used rather than a page. A page may be used to present the terms and

conditions of a course or a summary of the course syllabus or to embed several videos or sound files

together with some explanatory text.

3.1.5.8 URL

The URL module enables a teacher to provide a web link as a course resource. Anything that is freely

available online, such as documents or images, can be linked to. The URL does not have to be the

home page of a website. The URL of a particular web page may be copied and pasted or a teacher

can use the file picker and choose a link from a repository such as Flickr, YouTube or Wikimedia

(depending upon which repositories are enabled for the site). There are a number of display options

for the URL, such as embedded or opening in a new window and advanced options for passing

information, such as a student's name, to the URL if required. Note that URLs can also be added to

any other resource or activity type through the text editor.

3.1.6 References

[1] moodle.org. [Online]

https://docs.moodle.org/19/en/Teacher_documentation#Moodle_community.

[2] The 11th International Scientific Conference eLearning and Software for Education. Anca,

Mustea, Cosmin, Herman and Antoanela, Naaji. Bucharest : s.n., 2015. 10.12753/2066-026X-

15-087.

[3] moodle.org Groups. [Online] https://docs.moodle.org/23/en/Groups.

[4] Tracey, R. E-Learning Provocateur. Volume 1. CreateSpace Independent Publishing Platform.

2011.

4 How to use the games’ resources in combination with the curriculum and i-Learning environment

The four games developed in the framework of the Code RED project are described in the following. Information on how to use the games is given, as well as information on what skills are addressed/created by each game and how it has emerged from the co-design process and the Code RED curriculum.

4.1 Getting There

4.1.1 About the Game

The Getting There game is focused Dealing with feelings (self-control, self-esteem, anger and

stress management), Employment Rights and Responsibilities, and Getting and keeping a job.

It correlates to the following modules:

Dealing with feelings (self-control, self-esteem, anger and stress management), Employment

Rights and Responsibilities,and Getting and keeping a job.

4.1.2 Check your System

1. Ensure that you are using a compatible device with: a. For Android: Android: OS 2.3.1 or later; ARMv7 (Cortex) CPU or Atom CPU; OpenGL

ES 2.0 or later.

b. Desktop: i. OS: Windows XP+

ii. Graphics card: DX9 (shader model 2.0) capabilities; generally everything

made since 2004 should work.

iii. CPU: SSE2 instruction set support.

iv. Web player supports IE, Chrome, Firefox, Safari and others.

4.1.3 Download and Install

1. Android – you can install in two ways: a. Google Play Download: (Android Store)

https://play.google.com/store/apps/details?id=uk.org.isrg.codered.gettingthere b. Go to http://codered-project.eu/public/?page_id=116 to find, download and install

the apk file of the game on your device (Note: you will need to turn on Settings/Security/Unknown sources to ‘Allow installation of apps from unknown sources’) for the installation operation using the APK file.

2. Windows: a. Download the respective zip file from http://codered-

project.eu/public/?page_id=116 b. Extract the file to a folder

4.1.4 Start the Game

3. Run the Game: a. Android: Tap on the game’s newly installed icon to run the game.

b. Windows:

i. Run the GettingThere*.exe file in the folder. It will have this icon .

ii. On running the executable, you will be presented with some options, as seen below:

Different screen resolution(s) will be available via this configuration panel. Six graphical levels of quality are made available to the user. These levels are handled by the Unity player:

Fastest (use for the slowest oldest machines!)

Fast

Simple

Good

Beautiful

Fantastic (Use for the fastest newest machines) Depending on your system you will be able to run the game at different qualities and resolutions. Start by running the game with the default resolution and quality. If the game runs slowly you can improve performance by re-running the game, and selecting lower resolutions, or faster quality settings.

iii. If you are using the basic Windows version of the game you should see the game title screen (skip to 4.1.5 ). If you are using the Windows Editor version the game begins with the following screen.

iv. Select the correct language, v. In this version you can edit question sets, instructions and headings. After

making any changes to the question sets, ensure you hit the ‘Save Questions’

button. If you edit any text in the Screen Data section, ensure you hit the ‘Save Screen Data Text’ button. The changes will be saved in your local version of the game. If you would like to share your new content with the developers, please hit the ‘send saved content to ISRG’ button.

vi. Hit ‘Test Game full’ button to test the desktop game with the current saved question content..

4.1.5 Play the Game

1. You will see a splash screen. Click or tap the play button to start the game. Select the flags to

change the language.

2. You can change the language by selecting the flags button followed by the required language flag. English, Greek and Italian are available.

3. On selecting Play, the race begins…

Android: Press the left and right arrow buttons to steer the car.

Windows: Use the keys A and D (or arrow keys ← and → ) or the mouse on the on screen

arrow button to steer the car.

4. Dodge the potholes… Hitting potholes will damage your car and eventually make you lose a life. Lose 3 lives… and the game is over. Hitting potholes or coming off the road also decreases your score multiplier!

5. Pick up the tools to help fix your car, regain lives, and increase your multiplier for better scores!

6. Hitting a tools icon will present you with a question… you must get it right to fix your car and increase your multiplier. Get it wrong and you will lose a life and your score multiplier.

7. You will also get feedback that should help you learn skills from the course curriculum!

8. Hitting too many potholes will make you lose a life. Lose 3 lives… and the game is over.

Keep going as long as you can, and keep your multiplier high to get the highest score possible!

4.2 Got the Skills!

4.2.1 About the Game

The “Got The Skills!” game is focused on developing an awareness of skills which are required for

work. It intends to get the player to recognise different skills which they may have, and to

understand which skills and traits will help them get and keep employment.

The player learns about desirable skills and traits that they need for the workplace, and examples of

how those traits might manifest themselves or be used in the workplace to their advantage.

Elements of the following curriculum sections are addressed:

Unit 4 - Work preparation and sustainability

o Unit 4.1- Looking for work: Getting to know your strengths and weaknesses

o Unit 4.3 - Job interviews: The game provides scenarios that may be useful as

examples of the use of particular skills that could be used in an interview scenario.

o Unit 4.4 - Your rights and legislation: Some scenarios highlight rights of workers in

the workplace

Unit 5 - Keeping your job

Scenarios highlight positive traits to demonstrate at work and gives examples of how to handle work

situations well. Scenarios highlight aspects of appropriate language, behaviour, time keeping and

commitment.

Unit 6 - Starting Work

Scenarios address working with others, responsibilities and managing your workload.

4.2.2 Check your System

Ensure that you are using a compatible device with:

For Android: Android: OS 2.3.1 or later; ARMv7 (Cortex) CPU or Atom CPU; OpenGL ES 2.0 or

later.

Desktop:

OS: Windows XP+

Graphics card: DX9 (shader model 2.0) capabilities; generally everything made since

2004 should work.

CPU: SSE2 instruction set support.

Web player supports IE, Chrome, Firefox, Safari and others.

4.2.3 Download and Install

4. Android – you can install in two ways: a. Google Play download (Android Store):

https://play.google.com/store/apps/details?id=uk.org.isrg.codered.gottheskills

b. Go to http://codered-project.eu/public/?page_id=116 and find, download and

install the respective apk file on your device. (Note: you will need to turn on

Settings/Security/Unknown sources (to ‘Allow installation of apps from unknown

sources’) for the installation operation.

II. Windows:

a. Download the respective zip file from: http://codered-

project.eu/public/?page_id=116

b. Extract the file to a folder.

4.2.4 Start the Game

5. Run the Game: a. Android: Tap on the game’s newly installed icon to run the game.

b. Windows:

i. Run the GettingThere*.exe file in the folder. It will have this icon .

ii. On running the executable, you will be presented with some options, as seen below:

Different screen resolution(s) will be available via this configuration panel. Six graphical levels of quality are made available to the user. These levels are handled by the Unity player:

Fastest (use for the slowest oldest machines!)

Fast

Simple

Good

Beautiful

Fantastic (Use for the fastest newest machines) Depending on your system you will be able to run the game at different qualities and resolutions. Start by running the game with the default resolution and quality. If the game runs slowly you can improve performance by re-running the game, and selecting lower resolutions, or faster quality settings.

iii. The game begins with the following screen. It will begin reading using the Windows Text-To-Speech if available also. If you wish to turn this off click the button at the top right of the screen.

iv. Select the correct language by clicking the flags button and then selecting the correct language.

v. You can view details of the project by selecting the game icon button.

4.2.5 Play the Game

9. At the splash screen. Click or tap the play button (right facing arrow) to start the game.

10. The game begins… You will be presented with a scenario card. Read the scenario card, and then tap or click on a card which you think would help you in the situation described.

11. Tapping or clicking a card will move it out of the pack.

12. If you want to select this card as your answer, select the tick. If you don’t want to select it select the cross to send it back into the pack.

13. To find out more, you can click or tap the card to flip it and see an explanation of the skill. Tap/click it again to flip it back.

14. After each question the scenario card will flip and show you some feedback.

15. After 10 questions, you’ll see your final score.

16. You can play more times because the cards will be different each time chosen randomly from a large set of scenarios. Good Luck!

17. Technical: If you have more than one SAPI voice installed for Text-To-Speech in Windows, you can switch to a different voice in the Settings/Audio menu. First during gameplay click the menu icon at the top right. Next select Audio. Then drag the bottom slider (TTS Voice Number) across to a new setting. If you only have one voice installed you will not be able to change this setting. The setting you choose will be stored for the next run of the game. You can download new voices from http://visionaid.com/phpincludes/en/support/voices/voices.php amongst other websites. Android only uses the default Android TTS, and therefore this menu item is not present on Android devices.

Using the Windows Editor version allows the question sets and skills cards to be edited to create a game based on your own scenarios and skills. On running the editor the editor opens displaying the current question sets. These may be edited as required. The first part is the scenario, the list of answers has a checked box next to any correct answers. The final part of each question is the feedback given on answering the question. It is also possible to edit the skill cards on the screendata section – to change the text on the card front and the description on the back. Any edits must be saved using the ‘Save Questions’ or the ‘Save Screen Data Text’ buttons. The game can then be tested using the ‘Test game (full)’ button. All changes will be saved locally, and to send your edited content to the developers, click the ‘Send Changed Content to ISRG’ button. We may then be able to share your creation with other interested trainers.

4.3 ARIS games: Dora’s Box and Eve’s World

4.3.1 Playing the location-based games in ARIS Platform for the first time

If you have an iPhone, iPod touch, or iPad, scan the QR code with your device, or click the link and download ARIS to your device make sure to visit http://arisgames.org/legacy/ . Make sure you have activated GPS, 3G and WiFi or mobile connection.

Now you can open ARIS at your iphone or ipad and:

Create an ARIS account and use it to login.

Search “Eve’s World” and “Dora’s Box”

Load the games and either walk physically to locations since more quests will likely tell you to go somewhere physically. Otherwise players can QuickTravel, meaning that they travel to the location virtually.

For More information about ARIS Games and ARIS platform please visit www.arisgames.org

Have FUN!

4.4 Mapping the Games to the Curriculum

The table below attempts to present a mapping between the content of the educational games developed in the framework of Code RED project, to the content of the Curriculum and skills-set that is transferred/developed in the framework of the same project.

No Game Type Curriculum unit/content addressed

1 ‘Getting There’

Flash and Android game

- Keeping your job / Appropriate language, Appropriate behavior, Remembering important things

- Planning and Reviewing Learning / Targets and

Deadlines, Identifying Your Learning Style, Reviewing Your Learning Progress

- ICT Skills / Educational Games Design / Game design qualities and game components

- ICT Skills / Educational Games Design / <content for specific game design platform>

2 ‘Got the Skills!’ Flash and Android game

- ICT Skills / Educational Games Design / Understanding the importance and advantages of co-operative learning

- Personal Development / Self-esteem and Self-confidence, Problems and Stress

- Keeping Your Job / Appropriate Language, Appropriate Behaviour, Time Keeping, Commitment

- Work Preparation and Sustainability / Looking for Work, Applying for a Job, Job Interviews

- ICT Skills / Educational Games Design / Introduction to games co-design methodology

- ICT Skills / Educational Games Design / Game design qualities and game components

3 Dora’s Box Mobile Location-based street game

ARIS Game

- Self-esteem and Self-confidence

- Appropriate Language, Appropriate Behaviour

- Job Interviews, Communication

- Working With Others, Commitment, Time Keeping, Targets and Deadlines

- ICT Skills / Participatory digital (educational) games’ design Understand the importance and advantages of co-operative learning Introduction to games’ co-design methodology Game Design Qualities Experimentation Idea creation Idea Recording Games’ Prototypes presentation

4 Eve’s world Mobile (location-based)

ARIS Game

- Personal Development / Self-esteem and Self-confidence, Managing Aggression, Problems and Stress, Responding to peer pressure, bullying and abuse

5 Contacts

For any additional information or for support in using the material in your teaching practices, please, do not hesitate to contact us at:

http://codered-project.eu/public/?page_id=87

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