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ASPIRE TO
ENGAGE
Opening the app a vast sea with some islands iswhat catches the eye of the player. The map
represents the learners understanding of the all the
capabilities he or she needs for now and the
foreseeable future.
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Section 1
2
Panning across this map the player finds
islands in all shapes and forms, some
grouped together representing
related or dependent skill sets, some
isolated.
Read more in the next chapter
Each island provides the learner with all
that is needed to master that skill in
today's environment.
Read more in the next chapter
Keeping in touch with the learner's social
network environment is being
encouraged by posting interest to other
learners through "likes", "leader-boards",
"challenges" and tournaments.
Read more in the next chapter
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Section 2
Gamification of the learner’s personal and
professional development is not only
used by us to keep a unique and
appealing view of their world but also
to conduct an informal and
continuous assessment of skills.
Read more in the next chapter
Overseeing change in behaviour and culture across your
students or employees is usually a time consuming task
that is difficult to measure and to analyse.
Read more in the next chapter
As the player and observers can inspect
the progress of outcomes they can also
inspect a heat-map that highlights where
areas of poor or weak knowledge exists.
Read more in the next chapter
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Opening the app
a vast sea with
some
islands is
what
catches
the eye of
the player.
The map
represents
the learners
understanding of
the all the capabilities he or
she needs for now and the foreseeable
future.
Panning across
this map the
player finds
islands in all
shapes and
forms, some
grouped together
representing related or
dependent skill sets, some isolated.
Each island provides the learner with
all that is needed to master that skill in
today's environment. It provides
an informal
and
engaging
form of skill
assessment
based on
the best out
of gamification
learning’s, social
networking and itprovides instruments to measure
the learners understanding, their
behaviour and overall interest all at the
same time. The maps are being
created in random fashion to each
user in order to make it more
personalised, interesting and also
to nurture the human exploration
instinct, especially when it comes to
find out what other learners in their
social network are up to, which can be
blended in the learners own view of the
sea of skills.
The map is completely owned by the
learner and even though there are
policies in place to ensure that
aspects of the skill or
knowledge provided
by employers or
educational
institutions
might be considered
sensitive and
be restricted
from sharing
outside certain
networks, the
learner will
keep the
evidence of what was accomplished
within that skill set forever.
Our goal is to encourage everybody to
include all their interests into their
development plan, whether directly
related to their role or not, to make it a
truly personal experience. Showing an
appropriate mix of personal- and
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professional- development in one
pathway means to us we to engage with
the learner on a deeper level.
Engagement is the main driver for any
learning process in order to make it
successful – long after the subject matter
or skill has been presented, long after
formal assessments have been verified.
Keeping in
touch with the
learner's social network
environment is being encouraged by
posting interest to other learners
through "likes", "leader-boards",
"challenges" and tournaments.
Aspire2Engage also generates comic
strip like picture stories of activities and
behaviours of things that actually happen
to the learner during interactions on the
map. The learner then has the option to
post these stories so other learners can
come across them and get inspired by
them.
Gamification of the learner’s personal
and professional development is not only
used by us to keep a unique and
appealing view of their world but also to
conduct an informal and continuous
assessment of skills. We chose picked agame board layout with a common and
simple game strategy to assess all skills
in the same way. Today too many
systems o"er di"erent user interfaces for
assessing knowledge, so by keeping that
portion stable we allow the player to get
and stay familiar with the interface which
allows them to concentrate on what they
came here to do.
The board is randomly generated each
time with the goal to move the player’s
figurines from a starting point to an
end point. The journey includes
competing with other players, solving
problems and forming alliances. Under
the cover Aspire2Engage will profile
moves and behaviour of the players forlater analysis. An example for a profile
update could be the level of which a
particular player tries to avoid activities,
chooses risky shortcuts over more
secure paths or how often or regularly
the player o"ers other players help. All of
this contributes to paint a picture of the
overall capabilities of the player. This
profile information can also be used by
observers who want to understand the
outcome of learning strategies they
implemented earlier across a group of
learners such as a class of students, a
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particular grade of students or a
particular role in an organisation.
Activities are the place where
knowledge is being assessed by using
game mechanics to make it more
informal and
fun. Activities
are randomly
placed across
the game
board andexecuted when a
player comes across
them. When played in
multiplayer environments these activities
include options to form alliances for
encouragement and
team building
and
encouragement.
Policies can dictate
if certain skills that are
categorized as necessary to complete in
a certain timeframe will be accessed
continuously regardless of the
skill a player has selected.
It forms part of the
continuous assessment
that enables the learner
to recall important
information at any time
instead of at the time the
standard formal assessment is
done. (Ref. Compliance Assessment or
HSC)
The Sea Of Skills is our way to visually
present what future focused learners
need to succeed, to monitor their
progress and to understand their
strengths and weaknesses. It makes it
easy for everybody to stay engaged
and motivated throughout the
never-ending process of what
learning is.
As
the
player and
observers can inspect the
progress of outcomes they can also
inspect a heat-map that highlights whereareas of poor or weak knowledge exists.
These maps show a snapshot of the
learner’s knowledge across all skills that
the observer has access to. If in charge
of multiple groups of learner’s snapshots
can be broken down into di"erent
demographics to enhance the e#ciency
of the information displayed.
Wouldn’t it be great for parents and
teachers at the same time to
understand which subjects of fields
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they'd need to focus their teaching or
resources on, at an individual child
basis without having to make their
children sit a formal exam that doesn't
necessarily reflect their ability or
would in most cases to late to act
upon?
Identifying the skills or subjects that the
kids engage with the most allows better
development away form the location or
time restricted classroom by allowing
them to build communities with kids
away from the formal class to explore
what the world has on o"er.
Private study groups can be formed,
leader boards conquered or tournamentsbeing set up. If we can attract our
learners to come back to the things that
they like, to interact with the people they
value and make them learn by reiterating
through assessments in high frequency
we can manifest that learning into their
minds so that they
have the skill they
need to apply at
hand when needed.
Overseeing change in
behaviour and culture
across your students or employees is
usually a time consuming task that is
di!cult to measure and to analyse.
Utilizing the short feedback loop that
Aspire2Engage provides observerscan now spot trends in
behaviour or culture
change as it happens.
Equipped with these
instruments the
observer now has
the opportunity to
reassess the tools and
resources to use to react
to the circumstances.
Using a timeline view across these
observations allows the observer to
verify and to measure how
e"ective their strategies have
been so they can find the best
way that works for their learners
and therefore benefits all
Identifying the skills or subjects that
the kids engage with the most allows
better development away form the
location or time restricted classroom by
allowing them to build communities with
kids away from the formal class to
explore what the world has on o"er.
Wouldn't it be fantastic if we
could gain more understanding
around the things that matter
to us the most without having
to wait for management to sign
us up for a course or to wait until
we've finished primary school in
order to start studying subjects that
are part of the curriculum of a higher
grade or are not even part of what our
school o"ers full stop?
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There are
already a
great
amount of
online
resources
available to do
this, in form of MOOCS, open
universities etc. They are a fantastic way
for anybody to expand their knowledge.
With Aspire2Engage they are able toform their own skill islands around these
courses. Learners can invite like minded
individuals to join them on the
Aspire2Engage platform and encourage
them to pass on their invitation to their
social media friends to grow the
community around a skill set and make it
even more interesting. By allowing for
these micro communities to create their
own islands we ensure that there is a
community for everyone, no one has to
stay isolated. Whether in a classroom or
in a regional small o#ce, learning will
become so much more enjoyable.
Please visit us on our website:
http://www.aspiretoengage.com
or follow us on twitter:@AspireToEngage
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