Talks by Pavlos Koulouris
The effective design process of gameful systems remains a challenge for academic researchers and ... more The effective design process of gameful systems remains a challenge for academic researchers and industry professionals tasked with collaborating to create a ‘playful’ learning system for both formal and informal educational settings. This paper reports on a gameful learning design that encourages students and teachers to be immersed in and engage ‘playfully’ with co-creative, non-linear activities triggered through embedded challenges, quest and dilemmas within a digital gaming and social networking environment. We introduce C2Learn and the project’s conceptual co-creativity framework that aims to foster co-creativity through Creative Emotional Reasoning (CER) to generate gameplayers’ Wise, Humanising Creativity (WHC). We present the goals of our gameful learning design to provide greater pedagogical insight into what types of activities and game play need to occur to help deepen children and young people’s relationships with real-life contexts through action and play. Then we present what our gameful learning design looks like in practice, utilising the affordances of currently available examples of the project’s game prototypes and digital tools. We argue a gameful learning design is needed first, rather than adding a ‘game layer’ to a system if the goal is to design a digitised learning system where users freely explore ideas, concepts and shared knowledge and engage in creative problem-finding and problem-solving—individually, collaboratively and communally—assisted by the system’s artificial intelligence (AI). Furthermore, this exemplifies how game affordances including feedback, agency, emotion, relevant challenges and user-centricity, over gamified elements such as points, levels, and rewards or badges drawn upon in a non-game framework, are better suited to motivate children and young people and increase their intrinsic motivation and capacity for active learning.
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Papers by Pavlos Koulouris
International Journal of Child-Computer Interaction
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Melbourne Studies in Education , 41 pp. 107-120. (2000), Nov 1, 2000
If daily headlines in the press are a reflection of public concerns then developments in the biom... more If daily headlines in the press are a reflection of public concerns then developments in the biomedical sciences are having a major impact on western society at the turn of the millennium. One" of Britain's best selling tabloids, the Daily Mail, ran a series of feature articles springing from Prince Charles' intervention in the debate over genetically-modified (GM) foods, 'Charles: My Fears Over the Safety of GM Foods'. Other long-running issues during 1999 have covered the cloning of human tissue, genetic testing, pre-implantation diagnosis, the artificial creation of new life as well as the controversial Human Genome Project. These issues are complex both in the underpinning science and technology and in developing moral and ethical perspectives; indeed, the rate of development of research is such that even these perspectives are shifting with bewildering rapidity. Given the dominance of the popular press there is a need for students to appreciate the complexity of simplistic positions. They will need to be equipped with the necessary skills to contribute to the emerging dialogue between policy-makers and citizens as well as making personal choices that become available to them. These are major challenges for the school and college curriculum. Early versions of science in the national curriculum for England and Wales afforded real opportunities to address social and ethical issues in science as a legitimate component of compulsory science education. Attainment target 17, for example, The Nature of Science, in the 1988 version, was given status through being included in a framework for assessment alongside more traditional elements of subject content. Deemed too unwieldy, the curriculum was cut and the impact of science and technology on society was consigned to the non-assessed margins of science. This was also true of much of the values rhetoric of the Education Reform Act.
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The effective design process of gameful systems remains a challenge for academic researchers and ... more The effective design process of gameful systems remains a challenge for academic researchers and industry professionals tasked with collaborating to create a ‘playful’ learning system for both formal and informal educational settings. This paper reports on a gameful learning design that encourages students and teachers to be immersed in and engage ‘playfully’ with co-creative, non-linear activities triggered through embedded challenges, quests and dilemmas within a digital gaming and social networking environment. We introduce CLearn and the project’s conceptual co-creativity framework that aims to foster co-creativity through Creative Emotional Reasoning (CER) to generate gameplayers’ Wise, Humanising Creativity (WHC). We present the goals of our gameful learning design to provide greater pedagogical insight into what types of activities and gameplay need to occur to help deepen children and young people’s relationships with reallife contexts through action and play. Then we presen...
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European Conference on Technology Enhanced Learning, 2006
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SSRN Electronic Journal
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Deliverable 2.3.2 is the final installment of a document detailing the C 2 Learn Co-creativity As... more Deliverable 2.3.2 is the final installment of a document detailing the C 2 Learn Co-creativity Assessment Methodology, its rationale, method, tools and accompanying operationalisation. Led by the UEDIN team in close collaboration with the OU team, and other appropriate consortium members, it sets out the over-arching theoretical frame of the project further developed from C 2 Learn (FP7-318480) Co-Creativity Assessment Methodology D2.3.2, December 2014 Version: 4.0, 9 th December 2014 FINAL Page | 4 Deliverable 2.2.2 which closely integrates Creative Emotional Reasoning (Deliverable 2.1.2) and Wise Humanising Creativity, and argues in turn for an integrated approach to the assessment methodology which combines documenting change and lived experience. Deliverable 2.3.2 firstly deals with theoretical and then methodological integration, and from this details the evaluation categorisation scheme. It goes on to detail the methodology, and its accompanying aims, indicators and data colle...
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Abstract. This paper reports on ongoing research efforts and discussions about how to enable, thr... more Abstract. This paper reports on ongoing research efforts and discussions about how to enable, through new technologies, the building of lifelong learning networks and the development of competences of teachers who work in small rural schools. Teachers of such schools are confronted with significant challenges, needing to develop personal competences falling beyond the established initial and in-service teacher training curricula. The notion of communities of practice (Wenger, 1998) is proposed as a conceptual tool in the endeavour to better understand the issues emerging. 1 Multigrade schools: The ‘Borderers ’ of the Education System In many primary schools of the Greek provinces there is not one teacher available for each of the six grades: the low number of students statutorily justifies the employment of less than six teachers –even of one or two–, who nevertheless are expected to cover the needs of a full school. These schools, known internationally as multigrade schools [1], fu...
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Hayton, Annette and Goodwin, Tina and Windsor, Violet and Kambouri, Maria and Mellar, Harvey and ... more Hayton, Annette and Goodwin, Tina and Windsor, Violet and Kambouri, Maria and Mellar, Harvey and Koulouris, P. (2001) Using ICT to develop literacy and numeracy skills for adults: a guide for learning centres working with adult learners. LearnDirect, London.
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This paper reports on ongoing research efforts and discussions about how to enable, through new t... more This paper reports on ongoing research efforts and discussions about how to enable, through new technologies, the building of lifelong learning networks and the development of competences of teachers who work in small rural schools. Teachers of such schools are confronted with significant challenges, needing to develop personal competences falling beyond the established initial and in-service teacher training curricula. The notion of communities of practice (Wenger, 1998) is proposed as a conceptual tool in the endeavour to better understand the issues emerging. 1 Multigrade schools: The 'Borderers' of the Education System In many primary schools of the Greek provinces there is not one teacher available for each of the six grades: the low number of students statutorily justifies the employment of less than six teachers -even of one or two-, who nevertheless are expected to cover the needs of a full school. These schools, known internationally as multigrade schools (1), fulfi...
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The International Workshop of Making as a Pathway to Foster Joyful Engagement and Creativity in L... more The International Workshop of Making as a Pathway to Foster Joyful Engagement and Creativity in Learning (Make2Learn) aims to discuss the intro- duction of creative and joyful production of artifacts "maker movement" in the learning processes. A variety of environments have been developed by research- ers to introduce making principles to young students. Making principles enable them foster co-creativity and joy in learning processes and construct knowledge. By involving students in the design decisions they begin to develop technological fluency and the needed competences, in a joyful way. Make2Learn aims to bring together international researchers, educators, designers, and makers for the ex- ploration of making principles towards the acquisition of 21st Century learning competences, by employing the state art aspects of entertainment technologies, new media, gaming, robotics, toys and applications. The main objective is to build a research community around this topical ...
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Rural Wings is an ambitious wide scale international research project on e-learning through satel... more Rural Wings is an ambitious wide scale international research project on e-learning through satellite telecommunications. The project uses DVB-RCS satellite technology in order to provide broadband e-learning-services for rural and isolated areas in thirteen countries all over Europe. It is aimed to support the development of a "digital" culture in rural areas and to support formal and informal learning activities by various e-learning applications and scenarios in different learning contexts such as schools, workplaces and homes.
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Mellar, Harvey and Kambouri, Maria and Wolf, Alison and Goodwin, Tina and Hayton, Annette and Kou... more Mellar, Harvey and Kambouri, Maria and Wolf, Alison and Goodwin, Tina and Hayton, Annette and Koulouris, P. and Windsor, Violet (2001) Research into the effectiveness of learning through ICT for people with basic skills needs. Project Report. Ufi. ... Full text not available from ...
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The C2Learn project aims to foster co-creativity in learning through digital gaming activities wh... more The C2Learn project aims to foster co-creativity in learning through digital gaming activities whose design and development is grounded on rigid theoretical foundations. The project is shaped as a progression from theoretical foundations to design, development, pilot implementation and evaluation in real life educational settings. Careful pedagogical and game designs have defined the elements of learners’ gameful digital experiences and produced the specifications for the development of the corresponding technologies and activities. In this process and throughout the project, school communities have been engaged in iterative dialogic cycles leading to design decisions, their implementation and evaluation in real-life educational settings. This paper presents in summary the methodology followed and the results of a core part of the research, with a special focus on the C2Learn games which, despite originating in a different context, directly contribute to the ‘maker movement’ in educ...
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The International Workshop of Making as a Pathway to Foster Joyful Engagement and Creativity in L... more The International Workshop of Making as a Pathway to Foster Joyful Engagement and Creativity in Learning (Make2Learn) aims to discuss the introduction of creative and joyful production of artifacts “maker movement” in the learning processes. A variety of environments have been developed by researchers to introduce making principles to young students. Making principles enable them foster co-creativity and joy in learning processes and construct knowledge. By involving students in the design decisions they begin to develop technological fluency and the needed competences, in a joyful way. Make2Learn aims to bring together international researchers, educators, designers, and makers for the exploration of making principles towards the acquisition of 21st Century learning competences, by employing the state art aspects of entertainment technologies, new media, gaming, robotics, toys and applications. The main objective is to build a research community around this topical area. In particu...
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... Education Despina Desli, Science and Technology Group, Institute of Education Consultants: An... more ... Education Despina Desli, Science and Technology Group, Institute of Education Consultants: Anna Douglas, now at Goldsmith's College Jane Evans, Education and International Development Group, Institute of Education Alison ...
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Talks by Pavlos Koulouris
Papers by Pavlos Koulouris