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I.E.R. - International Excellence Reserve

  participates in the ERASMUS+  Cooperation Partnership

TECH-GAME  
  
Teaching History to Disabled Students with Digitalised Gamification Tools

 
 
      

  

 

Strategic Partnerships (Key Action 2)
AGREEMENT NUMBER 2021-1-PL01-KA220-SCH-000023916
background-objectives
- Background - Objectives - Implementation - Results -
- Achtergrond - Doeleinden -
   

Background: 
The information and communication technologies provide young people and especially the disabled
youngs and their teachers with tools and resources that can transform the history class. These technologies enable them to conduct a transverse, plural reading of history by giving them access, on an equal footing with historians, to original documentary sources, transcultural interpretations, conflicting data and multiple perspectives. Helped along by their teachers, 

disabled young people thus learn to ascertain the degree of validity and reliability of the  documentary sources consulted. 

They must also learn to transcend the essentially narrative aspect of history to secure a transverse and comparative type of history.
Basically, the educational support needed for such learning processes requires teachers to adopt new roles and become, amongst other things, guides and mediators.
The EU 2025 education strategy stated that the EU needs a sense of urgency to address 

emerging trends in digital tools and prepare for socio-economic changes brought about by these by encouraging the modernisation of education and training systems. Additionally, the European Union Youth Strategy 2019-2027 strives to enable young people to be architects of their own lives, support their personal development and growth to autonomy, build their resilience and equip them with life skills to cope with a changing world. Therefore, the EU’s strategies for future technologies and data aim to encourage businesses to work with, and develop, these new technologies, while at the same time making sure that they earn citizens’ trust.
Nearly in all of the EU, disabled young people are typically taught ‘’history" through tutorials and classical methods. Even there are millions of Open Education Resources (OERs) to promote 

these.Yet, %80 of them fail in the process because it is not understood what gamification tools are.

The Eurostat 2020 statistics found that 23,9 per cent of young people are disabled and lack the full basic digital skills. 4.3 Million (8%) have no basic digital skills at all. ⅔ Large enterprises indicate a shortage of ICT specialists in the labour market (DESI 2020). The overall objective of the project is to develop a course on understanding, teaching History through gamification to disabled young students, and teachers through gamification, and blended learning approach.
   

 

Achtergrond: 
De informatie- en communicatie technologieën voorzien jongeren en gehandicapte jongeren en hun leraren in het bijzonder van middelen en bronnen die de geschiedenislessen kunnen veranderen. Deze technologieën maken het mogelijk geschiedkundige voordrachten op een transversale, meervoudige wijze te geven doordat ze toegang verlenen, op gelijke voet met historici, tot de originele documentaire bronnen, transculturele interpretaties, tegenstrijdige gegevens en een veelvoud aan perspectieven. Gehandicapte jongeren kunnen, geholpen door hun leraren, leren de geraadpleegde documentaire bronnen op hun betrouwbaarheid te verzekeren en er de waarde van te kunnen inschatten. Ze moeten dus leren het essentiële verhalende aspect van geschiedenis te overstijgen om een transverse en vergelijkende geschiedkundige variant te waarborgen.Als basis voor een educationele ondersteuning van zulke leerprocessen is vereist dat leraren zich nieuwe rollen aanmeten en, onder meer, gidsen en mediatoren worden.De EU 2025 educatie strategie stelt dat de EU een besef van urgentie nodig heeft om de opkomende trends in digitale middelen aan te spreken en zich voor te bereiden op de socio-economische veranderingen die deze middelen met zich meebrengen door de modernisering van onderwijs, instructie en training aan te moedigen. Bovendien wordt er vanuit de Jeugd Strategie 2019-2027 van de Europese Unie gestreefd om de jongeren in staat te stellen de architecten van hun eigen leven te zijn, hun persoonlijke ontwikkeling en groei naar autonomie te ondersteunen, hun veerkracht op te bouwen en hen te voorzien van levensvaardigheden om met een voortdurend veranderende wereld klaar te komen. Daarom beogen de EU strategieën voor toekomstige technologieën en data het bedrijfsleven aan te moedigen met deze nieuwe technologieën te werken en ze te ontwikkelen, en tezelfdertijd dat ze het vertrouwen van de burgers verdienen te waarborgen.Bijna overal in de EU worden gehandicapte jongeren nog steeds “geschiedenis” geleerd door middel van voordrachten of werkgroepen in klassikaal verband.Er zijn zelfs miljoenen ‘Open Education Resources (OERs)’ om nieuwe lesmethoden te ontwikkelen. Echter tachtig procent ervan voldoen niet omdat niet begrepen wordt wat gamificatie middelen zijn.De Eurostat 2020 statistieken geven weer dat 23,9 percent van de jongeren gehandicapt zijn en volledige basis digitale vaardigheden ontberen. Daarvan hebben 4,3 miljoen (acht procent) volstrekt geen digitale basisvaardigheden. Tweederde van de grote ondernemingen geven aan dat er een tekort is aan ICT specialisten op de arbeidsmarkt (DESI 2020). Het algemene doel van het project is een cursus te ontwikkelen voor een adequaat begrip van gamificatie en het gebruik van gamificatie in de geschiedenisles, met name in het onderwijs voor gehandicapte jongeren door gamificatie en blended learning.

  

Objectives: 
The concrete objectives of the project are:
– Supporting the capacity building of mainstream and special education history teachers in primary

and secondary education;
– Supporting teachers and improving their key competencies by using gamification in the history
classroom;
– Creation of gamification software and tools related to history topics;
– Digitalisation of the gamification tools by the creation of a gamification platform and a mobile

application;
– Supporting teachers in using and sharing effective methods in learning and recognizing history  for
students with fewer opportunities (visual problems, hearing problems, intellectual problems and dyslexia), addressing the opportunities and implications of digitalisation;
– Fostering inclusion of students with fewer opportunities;
– Fostering equality in learning history for students with fewer opportunities;
– Promoting intercultural dialogue and strengthening knowledge and acceptance of diversity in society;
– Recognizing and validating the work of history teachers in non-formal and informal learning on

European, national, regional and local levels;
– Promoting diversity, intercultural and inter-religious dialogue, as well as the common values of
freedom, tolerance and respect of the human and social right.

 

Doeleinden:

De concrete doelen van het project zijn:

– Steun verlenen aan de competentie opbouw van geschiedenisleraren in het reguliere en bijzondere onderwijs inzake primair en voortgezet onderwijs;

– Het ondersteunen van leraren en het bevorderen van hun vakbekwaamheid door gebruik van gamificatie in de geschiedenislessen;

– Het ontwikkelen van gamificatie software en middelen in relatie tot historische onderwerpen;

– Digitalisering van gamificatie middelen door het creëren van gamificatie platform en een mobiele applicatie; 

– Het ondersteunen van leraren bij het gebruik en het delen van effectieve didactische- en educatiemethoden van geschiedenisonderwijs aan leerlingen/studenten met ongelijke kansen (door slechtziendheid, gehoorproblemen, leermoeilijkheden of dyslexie) door inzet van de mogelijkheden en voordelen van digitalisering;

– Het aanmoedigen van inclusie van leerlingen/studenten met ongelijke kansen;

– Het koesteren van de gelijkheid in geschiedenisonderwijs aan leerlingen//studenten met ongelijke kansen;

– Het bevorderen van de interculturele dialoog en het versterken van de kennis van en de acceptatie van diversiteit in de samenleving;

– De erkenning van en de waardering voor het werk van geschiedenisleraren in niet formeel en informeel onderwijs op Europees, nationaal, regionaal en lokaal niveau;

– Het bevorderen van diversiteit, interculturele en interreligieuze dialogen, alsook de algemene waarden van vrijheid, tolerantie en respect voor menselijke en sociale rechten.

  

Implementation:
The following activities will be performed under the item Project Management and Implementation:
Phase 1: Preparation – detailing project management structure, process preparation.
WP1: Project Management.

Activity 1. Designing a strategy management system with a financial plan for

                  coordination and consultation.

Activity 2. Developing a communication and visibility plan for the project activities.

Activity 3. Organisation of a kick-off coordination meeting of the project partners 

                  in order to confirm each partner’s role in the action plan and define the

                  initial documents.

Activity 4. Backstopping and support with a monitoring and evaluation sstem for 

                  the whole duration of the project.

Activity 5. Marketing and preparation of visibility materials (banners, brochures,

                  branded notebooks, photographs, media coverage).

WP2: Research and training needs assessment of direct target groups
Activity 1. Organisation and Implementation of R1, 2 and, as well as LTTA.

WP3: Technical preparation of dissemination tools for promotion (webpage, social 

           media profiles, etc.).

Phase 2: Implementation - production and testing of intellectual outputs, organising LLTA and

                 multiplayer events.

WP4: Dissemination of the project (implementation of communication plan-WP1).

Activity 1. Developing a database of contacts from the press, schools and other

                  relevant stakeholders.

Activity 2. Developing up-to-date press packages and scheduling interviews, 

                  recordings of project activities etc.

Activity 3. Articulation of information and data for the wider audience.

Phase 3: Finalisation and sustainability.

WP5: Developing a support network for HR knowledge and ensuring sustainability.

Activity 1. Taking specific measures for the internationalisation of the programme

                  and ensuring sustainability.

Activity 2. Monitoring and evaluation of participants' progress.

WP6: Visibility, finalisation and closure of the project
Activity 1. Preparation of a final financial report.
Activity 2. Preparation of a final narrative - qualitative report.
Activity 3. Organisation ME

   

Results:
1. Production of gamification content on the basis of historical facts;
2. Publications, brochures, reports that will result from the mapping of the current situation related to

     gamification for persons with disabilities, making comparative analysis with the situation in the

     partner countries about this specific topic;
3. Digitalisation of gamification content and creation of gamification tools accessible to all history

    students (with and without disabilities);
4. Development and creation of an OER in the form of a gamification platform with gamification

     plug-ins adequate for students with disabilities (creating audio and Braille materials, sign 

     language support, materials using dyslexia fonts and specially modified books);
5.Creation of a mobile application in a form of a quiz on important historical and cultural facts;
6. Updating the learning management systems of the Universities, schools and organisations

    (included in this project) with gamification plug-ins;
7. Training of trainers for gamification methods for disabled students in history;
8. New teaching methods and open pedagogy approaches;
9. Increased access to e-materials;

    
IMPORTANT: All those tangible results will have variety in them because we will work with different types of disability.
So, each material will consist of different elements for different types. For example, in the mobile 

app, there will be specific and different items for "Visually Impaired, Deaf, Autistic, Mentally Disordered" students.

     
II Intangible project results:
– Preparing university staff, school staff and NGO staff for the development of OER and 

    digitalisation of gamification content;
– Creating equal opportunities for disadvantaged groups to use this OER;
– Improving the professional skills of staff working at universities, schools and NGOs and training 

    them to use the OER and gamification platform and transfer the information from this OER to 

    their students or other people interested in gamification in the classroom;
– Raising awareness about gamification and its benefits;%80
– Greater understanding of diversity; %70
– Improved social inclusion of disadvantaged learners; %70
– Increased IT and media literacy skills in HE, schools and NGOs; %80
– Improved connection between different types of formal and non-formal learning; %80
– Increased motivation; %80
– Increased opportunities for the business sector; %70
– The increased quality of HE education and school education; %80
– Increased competition on the labour market; %70

Learning Teaching, and Training Activity. 
During the project, we will organise 1 Learning Teaching and Training activity.
The LTT will be for the students from our schools, and associations. Besides, the ‘’Results" will 

serve as online live LTTAs.
  
Dissemination will include various dissemination activities, e.g. 6 Multiplier Events, 2 dissemination conferences, stakeholders’ visits, social and mass media advertisements: Implemented an 

outreach (social media and educational) campaign about the AI stage in the EU — min 100.000 persons to be reached.
    

 

[project result 1 - REPORT - short summary]
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