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GAMEland

Gamification Assets for Multisensorial Educative tools in Language learning
using co-creation for addressing Needs and Desires of students

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Addressing digital transformation through development of digital readiness, resilience and capacity

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Stimulating innovative learning and teaching practices

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Teaching and learning of foreign languages

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Digital content, technologies and practices

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Overcoming skills mismatch and addressing the needs of the labour market

About

GAMEland Project aims to prepare future university graduates for entry into the European labour market which will be achieved by:

  1. developing and popularising a model of increasing language competences sought by employers developed by introduction of gamification approach
  2.  promoting new innovative educational practices, including in particular the use of the latest technological advances in the process of acquiring language skills
  3. developing and making available an attractive, intuitive, multilingual and engaging tool, which will be accessible without restrictions free of charge due to, among others, age, place of residence, wealth, mode of education, etc.

About

The GAMEland project aims to equip learners with additional language competences with as little time and effort as possible.
GAMEland will develop a serious game, as a learner tool, for teaching to the HEIs teachers and involving them as co- creators of the game, starting from scientifically routed approach thank to 4 university language centres in EU. The final goal is to innovate the language learning sector.

About

Our Objectives

The project aims to improve/integrate the teaching methodology in language teaching centres at universities in 5 countries (Poland, Italy, France, Ukraine and Turkey) with the needs of the labour market by developing innovative and inclusive learning tools based on the Mobile Learning paradigm and Game-Based Learning methodology. These activities are intended to prepare students to enter foreign labour markets and/or take up employment in an international, multicultural and multilingual environment.
GAMEland aims to:

 to learn a foreign language (and in particular elements of a specialised language) using inclusive and multisensory methodologies based on Mobile Learning;

including Artificial Intelligence modules, in form of a serious game that can be used in the future for self-learning without the support of a tutor, providing an online tool for teachers and lecturers employed at university language centres in terms of integrating the innovative tool in the education process and preparing them to conduct language education taking into account the needs of the labour market;

and students in co-creation process, building hybrid games (physical and digital) in a foreign language, building profiles of protagonists and storyline, designing real-life situations, challenges and feedback;

aimed at strengthening cooperation between people teaching languages at university level and the labour market (companies, enterprises, high-level staff, HR departments), which will increase the effectiveness and attractiveness of language courses

The project is innovative and complementary for 2 main reasons:

GAMEland addresses an issue that is generally left by the wayside: although Languages for Special Purposes (LSP) represents the majority of language courses at university, research and projects on teacher needs and teacher education in this specific field are rare or fragmented. Project deals directly with diverse settings and will result in focus on the use of ICT in classroom and blended learning and teaching. Complementary European projects dealing with languages can be mentioned such as LILAMA which links language competence and employability.

GAMEland adopts a comprehensive and innovative approach: a co-construction methodology based on a collaborative approach to foster high quality teaching (which in turn will impact the learning experience and achievements of students) to overcome skills mismatch in HE language teaching. Drawing on the complementarity of the partners involved in the project (Higher institutions LSP specialists, Teacher Training Institutions), the project will proceed step by step, starting with a survey of needed competences, then putting in perspective actual practices and needs in questionnaires and interviews, with a view to design and implement an innovative tool, in form of a serious game and escape rooms, to meet the challenges and needs identified. The collaborative process will also apply in the synergies which will be offered to the direct users of the developed game, both the students and the LSP teachers. The collaborative approach applies also to the involvement of the stakeholders (sectorial associations, scholarly institutions, policy makers) who will be invited to contribute to the discussion. Another important methodological concept connected with the remote teaching (CCAF, Action Mapping, ADDIE).

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