Structuring Collaboration Scripts: Optimizing online group work on classroom dilemmas in teacher education

Hans Hummel, Walter Geerts, Aad Slootmaker, Derek Kuipers, Wim Westera

    Research output: Contribution to conferencePaperAcademic

    Abstract

    Serious games hold potential for fostering the acquisition of more complex problem solving skills in professional practice. However, until now the empirical evidence on these workplace learning effects of serious games has remained rather scarce. Therefore such games have hardly been adopted for assessment purposes. This article argues why a validation method is needed that points out and controls what and where learners are learning from games. The core of the method entails mapping the learning activities on the performance indicators and outputs, as derived from the formal attainment levels in vocational education. In this study we have elaborated and applied a validation method for the development of a scenario-based assessment game for system managers in (secondary vocational) education. The method provides a general procedure, practical guidelines, and assessment forms, that can be used beyond this educational context and domain by those interested in more dynamic and motivating ways to assess the acquisition of complex skills in workplace learning.
    Original languageEnglish
    Publication statusPublished - 2014
    Event6th International Conference on Computer Supported Education - Barcelona, Spain
    Duration: 1 Apr 20143 Apr 2014
    Conference number: 6
    http://www.csedu.org/?y=2014

    Conference

    Conference6th International Conference on Computer Supported Education
    Abbreviated titleCSEDU 2014
    Country/TerritorySpain
    CityBarcelona
    Period1/04/143/04/14
    Internet address

    Keywords

    • serious games
    • seamless assessment
    • validation method
    • game-based assessment

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