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=Evaluation activities in Norway = | =Evaluation activities in Norway = | ||
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| + | In Norway, evaluation activities took place in a rotating manner. 2 separate groups of 15 higher education students, language teachers, and administrative staff evaluated interim versions of the siLang serious game in the fall of 2013 and summer of 2014 providing constructive feedback on learning design and serious game implementation with an emphasis on the needs of the Norwegian lifelong learning sector, ranging from primary to higher and professional education. | ||
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| + | Their feedback, comments and suggestion were particularly important for the siLang implementation team that was working to-wards the final stable version of the game. The feedback generated by the Norwegian users has been integrated into the siLang serious game in various stages of the project ensuring direct correlation between evaluation outcomes and project final products. | ||
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| + | An interesting outcome that was brought into focus was related to the context of the siLang serious game. The users were encouraged to use English not in a famil-iar context (i.e. in the Norwergian context) but in a context that addresses the diverging use of English by both native and non- native users while concurrently addressing today’s needs and challenges. Deployment of the tools and proposed game-based learning methodologies widely in secondary education schools in Norway requires approval by the Norwegian Ministry of Education. This is due to high level control of educational content and processes, which requires specific protocols to be followed for wide use (as opposed to pilot use). | ||
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Click [[Page 14|here]] to go back | Click [[Page 14|here]] to go back | ||
Latest revision as of 13:20, 26 January 2015
[edit] Evaluation activities in Norway
In Norway, evaluation activities took place in a rotating manner. 2 separate groups of 15 higher education students, language teachers, and administrative staff evaluated interim versions of the siLang serious game in the fall of 2013 and summer of 2014 providing constructive feedback on learning design and serious game implementation with an emphasis on the needs of the Norwegian lifelong learning sector, ranging from primary to higher and professional education.
Their feedback, comments and suggestion were particularly important for the siLang implementation team that was working to-wards the final stable version of the game. The feedback generated by the Norwegian users has been integrated into the siLang serious game in various stages of the project ensuring direct correlation between evaluation outcomes and project final products.
An interesting outcome that was brought into focus was related to the context of the siLang serious game. The users were encouraged to use English not in a famil-iar context (i.e. in the Norwergian context) but in a context that addresses the diverging use of English by both native and non- native users while concurrently addressing today’s needs and challenges. Deployment of the tools and proposed game-based learning methodologies widely in secondary education schools in Norway requires approval by the Norwegian Ministry of Education. This is due to high level control of educational content and processes, which requires specific protocols to be followed for wide use (as opposed to pilot use).
Click here to go back
