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IMAGINE Kick off meeting

IMAGINE Kick off meeting. Rob Davies, MDR London 8/9 January 2009. Agenda (Day 1). 13.30    Welcome and introductions 13.45 Overview of project objectives, targets, workplan and deliverables (Rob Davies, MDR) Comments of the evaluators 14.30 Perceptions and experience of GBL

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IMAGINE Kick off meeting

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  1. IMAGINE Kick off meeting Rob Davies, MDR London 8/9 January 2009

  2. Agenda (Day 1) 13.30    Welcome and introductions 13.45 Overview of project objectives, targets, workplan and deliverables (Rob Davies, MDR) • Comments of the evaluators 14.30 Perceptions and experience of GBL * presentation by each partner (10 mins) and discussion • what issues are we dealing with, what should our priorities be • issues within the three ‘transversal’ sectors (schools, adult, vocational) 15.30    Break 15.45    The role of each partner *How each partner sees its role and how workpackages it leads will work *All partners, 10-15 minutes each, presentation and discussion 17.00    What evidence base are we drawing on, who should we be talking to? • Discussion 17.30    Close 19.00    Drinks and dinner in Richmond

  3. Agenda (Day 2) 09.30   Project management, financial management, cost claims and payments (Rob Davies, MDR) 10.15    Adjustments to project budget required by EACEA (Rob Davies, MDR) * Proposal and discussion 10.45    Break 11.00    What sort of website do we need – purpose, features (Luc Chase, MDR) 11.45    Break 12.00   Next steps, timetabling, early project milestones and partner responsibilities (MDR)             * Discussion and agreed plan 12.30    Round up/ Any Other Business 12.45    Lunch and close

  4. Main objectives of IMAGINE • Draw together and valorise the results of previous GBL initiatives and projects across the school, adult and vocational learning sectors • Use this evidence to influence policy makers’ perceptions and actions to support a marked increase in piloting and mainstreaming of GBL • Have a significant impact on validating new learning paradigms and strategic thinking on curriculum reform

  5. Purpose • IMAGINE aims to show conclusively that games can succeed because they use sound pedagogical approaches in the development of valuable skills such as • strategic thinking • planning • Communication • application of numbers • negotiating skills • group decision-making • data-handling • eye-hand coordination

  6. Target audience • Policy makers • people in national ministries responsible for school education, adult and lifelong learning, vocational training (employment), skills agendas • regional and local education authorities • other bodies responsible for strategic developments including agencies which promote ICT in schools • Actors who interact frequently with policy makers and whose support is needed to advocate and to ensure effective implementation of GBL • the games industry, influential education practitioners, researchers • Outcome: a substantial community of policy makers across a large number of countries and all three levels of education

  7. Outline workplan • Significant desk research phase • establishing criteria for candidate list of good practice case studies etc • Investigate them • Web environment and information distribution • build on lists established by EUN • Identify and describe available GBLproducts and services • Round-table meetings: schools, adult, vocational • Formulate policy recommendations • Final Conference to validate and promote these recommendations

  8. Workpackages

  9. Workpackage leaders 1          Project management (MDR) 2          Desk research (FH-Joanneum) 3          Quality, performance and impact (CC) 4          Web environment (MDR) 5          Good practice (FH-Joanneum) 6          Games products and services (LTFE) 7          Round-table meetings (MDR) 8          Policy recommendations (EUN) 9          Final conference (EUN)

  10. Key Deliverables (products) • A State of the Art Report on games-based outcomes • segmented by educational level (school/children, adult and vocational) • At least 20 convincing good practice case studies across the three education levels covered • at least 12 of these (min. 2 per sector) as ‘reference sites’ willing to be consulted by any interested party. • A Directory of proven software platforms, commercial and other games products • available for wider use in GBL • terms and business models for their availability • A series of recommendations to policy makers • segmented by level of education • translated from English into Czech, French, German, Italian, Spanish, Turkish 

  11. More key deliverables • An interactive web environment • underpinned by a distribution database at least 1000 target group members in each LLP participant country • Reports from three separate round-table workshops • involving up to 30 policy makers and other expert stakeholders including games industry representatives • discuss and define major issues according in each sector • Final Conference • to be held in Brussels • targeted to at least 150 key policy makers from right across Europe • Mechanism and responsibility for sustaining the work of the project • including the use of Insight/Observatory maintained by EUN

  12. Table of deliverables

  13. MDR experience of GBL • eMapps.com • IST FP7 • schools • desk research, evaluation, web site rescue • Informal/non-formal • LLP • AITMES: libraries and museums • ll Greco: mobile games

  14. MDR perceptions • According to work funded by INSAFE and the Council of Europe only 22 per cent of teachers see games as a priority and 33% saying they lack confidence to deal with games in class • Moreover 70 per cent of teachers think that game playing could lead to anti-social behaviour • These attitudes are at odds with those held by many students, both children and adults. The impact of new policies on changes in perception among teachers is one area in which continued monitoring is needed and which IMAGINE will seek to promote.

  15. Workpackages led by MDR • 1 Project Management • 4 Web environment • 7 Round table meetings

  16. Evidence-base/who do we talk to? • Convincing presentation of substantial available evidence of success and lessons learned • TEL projects under IST FPs (e.g. eMapps.com) • LLP projects across the three sectors Leonardo, Grindtvig, Comenius, Transversal etc) • Academic research • Specialised bodies such as Futurelabs • Results of EUN research • Commercial games developers • Implementers in learning providers • Desk research • Discussion Facilities on web • Round table workshops: sectoral actors

  17. Budget and resources

  18. Cost claims and payments • 70% received as prepayment • To be distributed pro rata immediately following this meeting • No interim payment at end of year 1 (but report required) • 30% at end of project, after acceptance of reports

  19. Handling the budget adjustment • 17K reduction staff costs • Proposed reduction by 20% of • MDR mgt, research and technical categories (9628*75%=7221) • EUN mgt, research (7518*75%=5639) • MDR can convert 4K for web server space to meet some of this • Other partners to volunteer something to ease the pain?

  20. Next steps • Desk research (WP2) – complete by end May • agree responsibilities now • Performance Measurement criteria + Instruments - end April • Website (WP4) V1 and distribution list available - end February • Directory template • PMB meeting (Brussels) - May 09

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