The Play2Do outputs are documents, prototypes and other types of achievements produced during the project.
The works started with a research action based on a needs analysis survey, a cognitive task analysis, and focus groups with teachers to identify needs, processes, and attitudes towards game-based learning.
The findings of the research were the starting point for the production of the Play2Do Pedagogy and Curriculum (O1), where a pedagogical framework and a curriculum for simulated practice learning for teachers working with students with intellectual disabilities are set out.
The findings of the research are the starting point for developing the Play2Do Educational Game (O2) scenarios for teacher training.
The Play2Do Educational game comes with a Teacher Training Handbook (O3) to support both teacher trainers doing game-based training sessions and teachers themselves working in self-learning mode. The users' assessment of the Play2Do Educational game will be collected in an Evaluation Report (O4) at the end of the test.
In the final part of the project, a Policy and practice Guidebook (O5) will be produced, providing recommendations and guidelines on the use of the simulated practice learning environments for teachers and special education professionals who deal with people with intellectual disabilities.
Download our Outputs for public dissemination here:
O1 - Play2Do Pedagogy and Curriculum for game-based training in special education
The report collates two intellectual outcomes, O1-A1 Report on game-based training in special education and O1-A2 Stakeholders and target users’ requirements. The document presents a background on practice learning for educators of SEN students as well as an introduction to Game Based Learning (GBL) and its importance in vocational training and special education settings.
The document presents the supporting pedagogy that can be used by educators to train VET/school students with intellectual and/or developmental disabilities in an inclusive and non-inclusive educational setting. This pedagogy will be incorporated in the training material of the Play2Dosimulated practice learning environment. The Play2Do Pedagogical Framework aims to connect educators' theoretical training with currently used pedagogies and further it by introducing authentic pedagogies and socially just pedagogies and complimentary games based learning methodologies. Its aim is to highlight the pedagogies and current methodologies that have emerged during the Play2Do Research by teacher training experts, SEN educators and teacher training professionals.
O1A4: Play2Do - Curriculum for simulated practice learning for professionals dealing with students with intellectual and developmental disabilities aligned with ECTS/ECVET
The Play2Do Curriculum is informed by an in-depth desk research into using computer games and simulations in preparing professionals working with SEN students and a thorough needs analysis done in the partner countries (the UK, Greece, Bulgaria, Italy and Cyprus). It aims to demonstrate how a simulation practice learning for preparing people taking care of SEN students. This means the Curriculum is flexible in order to respond to certain national, institutional and other contextual requirements and to provide training opportunities for teachers, teaching assistants, head teachers, etc. The practice learning itself is based on an immersive skills rehearsal 3D Game (O2). The curriculum outlines the key performance expectations and competences necessary for such professionals to exercise their job. These competences can be developed through the simulations united in one whole of an immersive educational game – the Play2Do immersive Game complemented by a set of in-class and out-of-class activities. These can be seen in concrete terms in the Play2Do Training Materials (O3). It can be implemented within the range of a 30, 60 or 90 teaching hours leading to the award of 3, 5 or 6 ECTS credits respectively.