GAD Project �Game creation in augmented reality enhancing professional digital skills
By the GAD Erasmus+ Partnership
TABLE OF CONTENTS
THE PROJECT
THE OBJECTIVES
DigCompOrg
WHO WE ADDRESS
WORKSHOPS
PLATFORM & APP
01
03
02
04
05
06
Basic description of the prroject, the funding framework and the partners
Why the GAD project, its relevance and foreseen use
Framework representing the key elements that are common to all education sectors.
Who are the primary groups to test and influence the content of GAD
The upcoming activities and the educationla framework
Basic functionalities, user experience, and use of the game
THE PROJECT
01
Basic description of the project, the funding framework and the partners
THE PROJECT
The GAD project stems from the will to meet one of the most urgent European needs, which is qualifying the digital skills of trainers, teachers and educators and of educational and professional institutions in general. Technology has a deep impact on our lives and it has also broaden the educational possibilities by providing engaging methodologies and learning tools. GAD aim is to develop a new pedagogical and educational approach that takes into account the changes in communication and in the teaching/learning dynamics due to the use of new technologies and digital devices.
THE PARTNERSHIP
University of Valencia
Train competent professionals and encourage prestigious research
DAFNI KEK
Active engagement and intersectionality through adult education research and practice
GAD PROJECT
Erasmus+ Project
Small Scale Partnerships in Vocational Education
November 2021 – February 2022
PAIDEA
Coordinator
Innovation through original and active technologies
THE OBJECTIVES
02
Why the GAD project, its relevance and foreseen use
THE OBJECTIVES
GAMIFICATION
methodology enhanced by the use of technology in the educational field
an efficient tool in improving the level of interest of students and their academic performances
the students become protagonists of their learning experiences
promotes creativity, collaboration and team work
THE OBJECTIVES
Digital technologies are being incorporated in exciting and promising ways at all levels of education
consolidate progress and to ensure scale and sustainability
education institutions to review their organisational strategies
enhance capacity for innovation
exploit the full potential of digital technologies and content
DIGITAL SKILLS
Description of "Digital Skills" taken from DigCompOrg, page 4
GAMIFICATION
DIGITAL SKILLS
AREAS Targeted
2
3
5
Teaching and learning practices
Professional development
Content and curricula
6
Collaboration and networking
PROJECT OBJECTIVES
TRASVERSAL SKILLS
EDUCATIONAL OFFER
INNOVATIVE CONTENT
enable teachers, tutors and educators to conceive innovation and respond to the changing needs of the educational contexts
improving the educational offer by integrating digital tools and interactive methodologies;
creating innovative digital training prototypes.
DigCompOrg
03
Framework representing the key elements that are common to all education sectors
A few words
DigCompOrg
Leadership & Governance practices
Teaching & Learning Practices
Professional development
Infrastructure
Content and curricula
Collaboration & Networking
For each of the elements and sub-elements of DigCompOrg, a number of descriptors were developed (74 in total). Diagrammatically, the elements, sub-elements and descriptors of DigCompOrg are presented as the segments of a circle, with an emphasis on their inter-relatedness and inter-dependence.
Domain specific practices
Assessment practices
The DigCompOrg framework has seven key elements and 15 sub-elements that are common to all education sectors. There is also scope for the addition of sector-specific elements and sub-elements.
WHO WE ADDRESS
04
Who are the primary groups to test and influence the content of GAD
WHO WE ADDRESS
EDUCATORS�TEACHERS�TUTORS
STUDENTS
Teachers, educators and generally education professionals are the main target of the project, since the main objective concerns the increase of their digital skills in relation to the engagement of the students and providing incentives to participate, collaborate and learn to create and be creative
Students are those to indirectly assess the process but also those that better reflect the progress. Although their involvement is the project is minimal, their contribution to the research is crucial to help understand the extent of the importance of use of such technologies in the educational process, as well as measure their level of participation compared to the more traditional modes
Educational organisations / Schools / Vocational centers
Educational institutions play an important role in supporting and inspiring educators to increase their skills, by offering quality trainings, adequate infrastructure and actual incentives and guarantees that allow educators to feel supported and respected in their work
WORKSHOPS
05
The upcoming activities and the educationla framework
WORKSHOPS
JUNE '22
The first workshops are starting in Italy, Spain and Greece (6 total) - Beginning of the research
SEP. '22
JULY – AUGUST '22
OCT. '22
Next phase of the workshops (6 total) - Testing of app in relation to other apps, models on the platform and educational frameworks
Interviews with educators and students – Public piloting of the platform and the app
Final phase of workshops (6 total) - Last phase of research + definition of content for the platform
THE GAD PLATFORM AND APP
06
Basic functionalities, user experience, and use of the game
PLATFORM & APP
Personal accounts
Sharing of 3d models
Save and edit existing models
Evaluation of knowledge
Simultaneous view and interaction
Guidance
The App is used by both educators and students. The educator imports and controls the model and shares it with the students who can interact with it two and more persons at a time. The viewing of the model is followed by a simple examination
Offline access
Share content and create tests
The platform is a repository where educators can upload their creations, preview and download for editing other educators' models as well as exchange information
How to use GAD in your learning processes
Among the most significant trends in EdTech, augmented reality rightfully takes a leading position. With the value of AR in edtech predicted to surpass $5.3 billion by 2023, a pool of opportunities for educational institutions and businesses will certainly open.
Benefits of GAD in education:
No special equipment is required. Unlike VR, augmented reality doesn’t require any expensive hardware. Because 73% of all learners currently own a smartphone, AR technologies are immediately available for use for the majority of the target audience.
Improved collaboration capabilities. The GAD Augmented reality app offers vast opportunities to diversify and shake up boring classes. Interactive lessons, where all students are involved in the learning process at the same time, help improve teamwork skills.
Practical learning. Apart from schooling, professional training can also benefit greatly from the use of AR.
Safe and efficient workplace training. Imagine being able to practice in heart surgery or operating a space shuttle without putting other people in danger or risking millions of dollars in damage if something goes wrong. It is possible with AR.
Universally applicable to any level of education and training. Be it learning games for kindergarten or on-the-job training, AR isn’t limited to only one use case or field of application.
A sneak pick of our app environment | Signing Up
A sneak pick of our app environment | Make your Choice
A sneak pick of our app environment | Learn
A sneak pick of our app environment | Evaluate
OUR WEBSITE – Visit for updates and contact
The informational part of the project can be accessed from the website (https://gadproject.eu) and the GAD Facebook page (https://www.facebook.com/gaderasmusvet/