Cemsdi Interim Review Meeting WP4 – Instruments and e-learning tools DLAVILLE

Contract No. 250482

CEMSDI

Civil-Servant Empowerment for Multi Media Service Delivery ICT-enabled

Interim Review Meeting

WP4 – Instruments and e-learning tools DLAVILLE

ICT Policy Support Programme

Call 3 objective 3.3 Inclusive eGovernance Project start date: 1st June 2010 Duration: 24 months Coordinating partner: INNOVA Spa Published by the CEMSDI Consortium Project co-funded by the European Commission within the CIP ICT-PSP Programme

Date: 28-11-2011 Dissemination Level: Confidential

Work package 4: Instruments and e-learning tools Task 4.4: Design and implementation of the CEMSDI

serious game. Document owner: CATTID

Outlines

 EU Inspiration  Why serious gaming ….  Game structure  Playable demo  Sustainability & expected cost

DLAVille - Overview

DLAVille is an "educational-management” serious game, aimed at policy makers and practitioners of public administration. The game puts the player in the shoes of a director involved in adoption of strategic action forward adoption of DLA plan. Mixing elements of “decision making process simulation” and “self assessment tool” the game proposes to provide a clear scenario on the main DLA topics, putting together awareness functions and knowledge management elements. The model implemented aims to create an interactive and innovative ICT “learning environment”, in line with the overall vision of the CIP –PSP program “The ICT Policy Support Programme (or ICT PSP) aims at stimulating innovation and competitiveness through the wider uptake and best use of ICT by citizens, governments and businesses”

GALA PROJECT (FP7 – ICT TEL)

The GALA motivation stems from the acknowledgment of the potentiality of Serious Games (SGs) for education and training and the need to address the challenges of the main stakeholders of the SGs European landscape (users, researchers, developers/industry, educators).

ASPIS is a 3-year European project co-funded by the Lifelong Learning Programme (Transversal Programmes – Key Activity 3 ICT – Multilateral Projects) and involves 7 European countries and 9 organisations, including universities, planning and IT consultancies, research institutes and local authorities The ASPIS project aims to stimulate dialogue between urban citizens and professional architects and planners, with a focus on the sustainability of public open spaces. To achieve this aim, innovative IT tools and methods are used, including games- based learning, web 2.0, podcasts, interactive forum, online discussion groups.

ASPIS PROJECT (LLP Programme)

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European Community has gathered the best practices in the Serious Games field through the LUDUS project: objective of LUDUS is the creation of a European network for the transfer of knowledge and dissemination of best practices in the innovative field of Serious Games.

Examples of Serious Games awarded in the 2011 edition:

EnerCities

SimSafety

LUDUS PROJECT (South East Europe Prog)

GREEN MY PLACE

SAVE ENERGY (CIP – PSP Programme)

DLAVille – Tag Cloud

Self Assessment Empowerment

Learning material Profiling

Community

Open Source ePortfolio

Sustainability

Knowledge

HMI

A  Serious  Game   is  an  interac+ve  experience.   It  could  have  different  aims,  like   business   training,   educa+onal   or   social   campaigns,   and   promo+onal  ac+vi+es.  Moreover,  it  reproduces  real  situa+ons  in  which  using  knowledge  and  ac+ng  with  strategy  could  help  achieve  a  final  goal.  Serious  games  are  based  on  a   teaching  model  aimed   to  provide   learners  with  an  involving  and  mo6va6ng  ac+vity  through:  

•   Ac6ve  par6cipa6on  of  the  learners    •   Hands-­‐on  approach  based  on  problem  solving    

•   Con6nuous  feedback  

Why Serious Gaming ….

The  use  of  a  serious  game  s+mulates  and  involves  par+cpants.  

The   ability   to   involve   learners   in   a   hands-­‐on,   prac+cal   and   realis+c  imita+on   of   DLA   implementa+on   could   be   crucial   for   the   eventual  effec6veness  of  the  forma6ve  plan.  

The   implementa+on   of   the   DLA   represents   in   fact   a   challenging   ac+vity,  especially  in  a  digital-­‐divide  areas.  

The  different  exis6ng  approaches,  that  should  be  harmonized  in  a  common  European   methodology,   all   require   par6cipants   to   carry-­‐out   different,  interrelated   tasks   aimed   at   helping   the   development   of   the   Informa+on  Society.    

Why Serious Gaming ….

The  aforemen+oned  background  highlights  how  serious  games  can  be  used  to   educate   civil   servants  who  will   be   a   part   of   the  DLA   implementa6on  program.  

The  complexity  of  the  DLA  scenario  requires  skills  that  cannot  be  taught  by  simply  providing  informa+on  and  no+ons  to  the  learners.  

This   calls   for   a  more   ar6culated   learning   curriculum   that   places   side   by  side  tradi+onal  learning  and  e-­‐learning.  

Why Serious gaming …

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Back  to  DLAVille  !!!!!  

The   game’s   aim   is   to   increase   the  welfare  of  the  ci+zens  (according  to  specific   indicators   like   “numbers   of  inhabitants”   or   “level   of   DLA  implementa6on”).      Achievement   of   objec+ves   need   to  reach  three  main  areas:  

•  Library  •  Classroom  •  office  

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The   GUI   (graphic   user   interface)  was   developed   using   Blender   for  crea+ng  3D  contents.      Blender   is   open   source   and  released  under  the  GNU  license.    This   tool   allows   a   real   modular  structure   of   the   city,   which   is  necessary   for   the   achievement   of  par+al  aims  of  the  game.  

OS  Tools  -­‐  Blender  

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For  the  development  of  the  game  we  decide  to  use  jQuery,  a  framework  for   web   pages,   coded   in   JavaScript   which   allows   a   higher   level  abstrac+on   for  programming  client-­‐side  behavior  of  every  single  HTML  page.  This   framework,   released   under   GPL,   allows   us   to   easily   handle   the  graphics  and  to  interface  the  game  with  a  database  that  will  contain  the  scores  of  individual  players,  uploaded  documents  and  tests  that  you  can  do  online.  

OS  Tools  -­‐  jQuery  

Prague, Consortium meeting – May 2011

Bruxelles, Review – July 2011

Evolution of the game

Evolution of the game

Different  Areas  for  Different  Needs    

 In   the   Office   is   simulated   the  process   of   implementa+on   of  specific   ac+on   in   line   with   the  DLA.    The   process   of   decision   making  and   the   implementa+on   of  specific   processes   is   simulated  according   to   a   specific   form  shared  with  experts.    

Different  Areas  for  Different  Needs    

Classroom   is   the   area   of   � � study   in   which   you   can   prac+ce   your  knowledge  about  DLA.  New  tests  and  contents  are  easy  to  upload  even  by  users,  thanks  to  a  Content  Management  System  with  a  “user  friendly”  interface.  

 The   Library   provides   access   to   a  various   number   of   learning  m a t e r i a l s   a n d   r e l e v a n t  documents.    T h i s   s e c + o n   m e e t s   t h e  commission’s   sugges+on   to  des ign   a   “prob lem   so lver  instrument”,  with  contents  useful  to   accomplish   the   task   in   the  game.  

Different  Areas  for  Different  Needs    

DLAVille Evolution Trend

Sustainability plan & expected cost

All the involved technologies are open source, and this will ensure the alignment with European policies on the adoption of open source technologies by the PA and a reduction of the implementation costs. Technical assistance will be guaranteed by CATTID and INESC after the end of the project in the framework of ELANET Network.

Play the Demo!

Thanks for your attention!

WAITING YOU IN DLAVILLE

Main questions by the reviewers:

1.  Main benefits of the Serious game solution

2.  Main costs of the proposed solution

3.  Final usage

Main benefits

 The  Serious  game  reproduces  real  situa+ons  in  which  using  knowledge  and  ac+ng  with  strategy  could  help  achieve  a  final  goal.    Serious   games   are   based   on   a   teaching   model   aimed   to   provide  learners  with  an  involving  and  mo+va+ng  ac+vity  through:  

•   ac6ve  par6cipa6on  of  the  learners    •   hands-­‐on  approach  based  on  problem  solving    

•   con6nuous  feedback  

The relationship between game and learning is supported by many theories and researches that investigate their connection. These theories have, in recent years, supported the development of this type of learning. With simulations we have the possibility to create and repeat any kind of experience, including unlikely scenarios and/or dangerous ones. In this sense simulations can be used to broaden the student’s experience and learning field. Dewey   (Dewey,   1938)   states   the   importance   of   an   in6mate  rela6onship  between  the  process  of  real  experience  and  educa6on.    

Main benefits

Main costs

All the involved technologies are open source, and this will ensure the alignment with European policies on the adoption of open source technologies by the PA and a reduction of the implementation costs. Technical assistance will be guaranteed by CATTID and INESC after the end of the project in the framework of ELANET Network.

Play the Demo!

Scenarios: Ontology

GS1 National & EU strategies • MT1 Digital Local Agenda in Europa and in the Country

• MT2 European scenario on eGovernment

• MT3 Local legislation on egovernment

GS2 Innovative Services • MT4 New services opportunity and vision of citizen centric solutions

• MT5 Strategic management of ICT in the ICT organization strategy

• MT 13 eInclusion

GS3 Governance and change management • MT6 Strategic management of Public Communication and innovative instruments

• MT7 Process analisys and Business Process reengineering

• MT8 Economic sustainability of pubblic innovation

• MT9 Project management and change management

GS4 DLA & Action Plans • MT10 Methodology for the implementation of DLA

• MT11 DLA as strategic tool for management of innovation in consortium of small municipalities

• MT12 Quality Assurance of DLA and Mesurement of programme benefits

   In   this   context   experience   is   crucial.   Dewey   (Dewey,   1938)   states   the  importance   of   an   in6mate   rela6onship   between   the   process   of   real  experience  and  educa6on.    

     Speaking   of   skills   acquisi6on,   in   par6cular   soT   skills,   the   prac+ce  becomes   essen+al   for   the   forma+ve   process:   having   a   real   experience  about   each   object   of   interest   can   be   quite   complex,   especially   if   we  consider   the  amount  of   funds  and   resources   that  would  be  needed   to  recreate  all  the  situa6ons  that  we  want  to  experience  or  interact  with.    

Benefits of the Serious Game