Difference between revisions of "Page 2.3"
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| + | ==Specific objectives== | ||
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To propose end-to-end learning activities for deployment of the serious game as a complementary learning tool in the context of structured, professional language learning courses; activities will document learning objectives, concepts covered, use of the digital tools, and projects for classroom collaboration and will support language instructors | To propose end-to-end learning activities for deployment of the serious game as a complementary learning tool in the context of structured, professional language learning courses; activities will document learning objectives, concepts covered, use of the digital tools, and projects for classroom collaboration and will support language instructors | ||
To develop good practice recommendations targeting language instructors and addressing the integration of the proposed serious game and related situated learning methodologies into wider language learning activities | To develop good practice recommendations targeting language instructors and addressing the integration of the proposed serious game and related situated learning methodologies into wider language learning activities | ||
Please click here to go back to the [[Page 2| Objectives]] page. | Please click here to go back to the [[Page 2| Objectives]] page. | ||
Latest revision as of 15:10, 22 November 2013
[edit] Specific objectives
To propose end-to-end learning activities for deployment of the serious game as a complementary learning tool in the context of structured, professional language learning courses; activities will document learning objectives, concepts covered, use of the digital tools, and projects for classroom collaboration and will support language instructors To develop good practice recommendations targeting language instructors and addressing the integration of the proposed serious game and related situated learning methodologies into wider language learning activities
Please click here to go back to the Objectives page.
