Serious Games for Entrepreneurship Skills of Adult Learners (
Training programme
DAY 1: Part 1: Presentation of project
Title of presentation / Presenter / Type / DurationWelcome and housekeeping / Jumbo / Introduction speech / 3 min
Aim of the activity is for Liesbeth to present the project SG4adults, the aims and objectives of the project as well as the partners.
She will:
- Present the project using a PPT
- Present the partners of the project
- Present objectives and aim
- Present main outcomes
- Present and introduce the Train the trainer activity
PPT to be used will have project logo and layout. This PPT can be subsequently used by the trainers in the national pilots.
Title of presentation / Presenter / Type / DurationProject presentation / Liesbeth / PowerPoint / 17min
DAY 1: PART 2: Getting to know each other
Aim
- to inform and guide participants and provide them with necessary information about the training they will participate in.
- to work with each other and form groups.
- to discuss and motivate each other to learn.
Duration: 70 minutes
Contents
1.1 Introduction (20 min)
1.2 Getting to know each other (35 min)
1.3 My expectations (15 min)
1.1INTRODUCTION
Aim: when the activity is over, all participants will have information for the training.
Duration: 15minutes
Resources
Flipchart
Markers
Workbook (for every learner)
Pens & pencils
Name tags
Description
1)The trainer welcomes the participants to this part of the training. Names in nametags and put in front of them. Makes a note that ultimate aim of training activity is that they in their turn will train students, hence, will need to approach this learning experience as guidelines for their subsequent training.
2)The trainer explains rules and practical details and discusses these with the trainers if need of modification.
3)The trainer hands out the workbook to each trainer and explains how it will be used during the training (i.e. blank fields to be completed etc.). Discussion on tools used by them in their training delivery.
4)Technique: creation of an initial chart with term entrepreneurship that they can revisit during the course of the training programme. Add skills, competences, roles etc.
Considerations: If parts of the training will be video recorded, please get consent from your trainees.
List of helpful questions:
Is everything clear? Are you doing this differently in your class? Any other questions?
1.2 Getting to know each other!
Aim: when the activity is over the participants will have learned more about each other andgroup work.
Duration: 60minutes
Resources:
Flipchart
Markers
Workbook
Pens and pencils
Marshmallow challenge
Description
1)All trainers present their Pecha Kuchas. This is followed by a discussion if this is a good introduction technique for their students. Allow 5 min Q&A between participants.
2) The trainer divides the participants in groups of three/fourand introduces the Marshmallow challenge. Present instructions three times and makes sure the participants have understood this.
3)Each group has 18 minutes to complete the activity.
4)The trainer asks the participants what they have gained/learnt from this exercise.
5)The participants write their evaluation of this experience in their Workbooks and particularly how they would use these two activities in their training delivery and with their students.
1.3 My expectations
Aim: when the participants finalise this activity they will be able to obtain information on needs and expectations, worked on their presentation skills (presenting their ideas).
Duration: 20 minutes.
Resources:
Flipchart
Markers
Workbook
Pens and pencils
Description
1)The trainer introduces the activity and participants will work with their workbook to answer the following questions: (they have 6 minutes)
What do I want to get out of this training?
What I want to find out, learn or try while I am here?
What do I expect from my colleagues in the group?
What do I expect from the trainer?
Do I worry about anything?
2)The trainer adds the participant’s responses on a chart.
List of helpful questions:
Are the expectations similar or even identical?
Are they achievable?
Are some of the concerns justifiable?
DAY 1: PART3: Entrepreneurship in VET and games
The aim of the activity is for the trainer to present generically what entrepreneurship training is represented in VET and particularly in vocational training programmes for adults as well as the notion of games.
A PowerPoint presentation will be designed and main points of discussion and presentation will be:
- Present the competency entrepreneurship
- Present vocational training and education – methods and techniques
- Present games in education
- Present typical VET programmes in each partner country
- Present good examples that can be used
PPT to be used will have project logo and layout. This PPT can be subsequently used by the trainers in the national pilots.
Title of presentation / Presenter / Type / DurationEntrepreneurship in VET and Games / Jumbo / Glenn / PowerPoint
Discussion
Internet / 75 minutes
Day 1: PART4: Entrepreneurship around you
The aim of the activity is for the participants to be divided into groups and explore the city of Nijmegen in search for entrepreneurship examples. They need to locate 2-3 examples of entrepreneurship activity and write it in their workbooks. In addition, they need to take at least 5 pictures with their smart phones and upload on the TTT Google sites page with a tagline for each picture of max 3 words.
Tools used: Workbook, smart phone to take pictures, TTT Facebook page.
Title of presentation / Presenter / Type / DurationEntrepreneurship around you / Jumbo / Presentation, online / 60 minutes explore
90 min presentation and discussion
Day 1: PART5: Pedagogical model
The aim of the activity is for the participants to understand the pedagogical model used for the training. The ultimate aim is for them to be able to reproduce it with their learners and during the national pilot trainings that will take place.
Tools used: PowerPoint, discussion, examples online
Title of presentation / Presenter / Type / DurationPedagogical model / Jumbo / PPT Presentation, examples / 15minutes
PEDAGOGICS IN THE “BIZ-E-BEE” GAME
- “Biz-e-bee” is an educational game for teachers in adult education. It combines fun and learning. It is designed for a purpose other than pure entertainment. Technically, it is a board game with three or more levels and you play it with two dices. You can only reach another level or the finish to answer different kind of questions which are printed on cards. And answering a auction you are blocking this field for other players who needs to go another way or solve the block (which costs one turn). It is designed to pay attention to entrepreneurship and entrepreneurial skills. Further on teachers have the opporutinity to add own questions or tasks via blank cards. The story as well as the mechanics (rules and procedures of the game) refer to entrepreneurship. However, the game can also be reconstructed and used for other themes.
So, “Biz-e-bee” is a closed and formal system, that needs to be entered wilfully by the players. The game is challenging the players, because there are goals (looking for and finding a way to get more point than the other teams;) and conflicts (struggling and finding a way to complete a level; planning and finding a way to surpass the other players before they surpasses you))and it can be won and lost (searching and finding a way to get the finish line before the other players). The game is interactive and players are getting engaged. “Biz-e-bee” is a game that can create its own internal value. This is reflected in the title, which refers to an entrepreneur as a bizzy bee. The e- refers to a possible online version .
“Biz-e-bee” is pleasurable and enjoyable, there is no prescribed learning that must occur. It can be played spontaneous and voluntary, but it always involves active engagement of the players. There is an element in it of make-believe ( becoming an entrepreneur, starting your own business).
In the realisation of the game the play master plays a crucial role. He/she can changes or add rules, fine-tuning on the needs and the potential of the players. He has consider a good mix between the teachers team, the audience, the game itself and him/her self. The play master is also the one who decides if the game is be used more skills oriented or more focused on awareness raising on entrepreneurship. Finally he/she pays a crucial role in the process of debriefing
“Biz-e-bee” includes several entrepreneurial skills – they have been chosen based on needs analysis I different countries - such as taking initiative, creativity, communication, problem solving, team building, responsibility, determination, self-confidence, goal-orientedness and reliability. There are knowledge( for individual as well as for team), multiplier, challenge and collaboration cards. Separately playing the game as also problem solving, communication and teambuilding effects and it asks creativity form time to time.
As far as we have seen playing “Biz-e-bee” has a motivating effect. Players are getting familiar with entrepreneurial skills free of risk. Further evaluation will learn if the gained knowledge gets deeper into player’s mind and several skills might have be trained.
Finally “Biz-e-bee” can be used in all kind of settings and in all kind of organisations as a stand alone version or as part of a wider curriculum, as long as there is a good learning environment available, in a way that participants have the opportunity to set their own learning goals, manage their learning (both, content and process)and communicate with others in the process of learning.
Day 1: PART6: Debriefing and daily evaluation
The aim of the debriefing is a chance for the participants to express their feelings of the day they spent, how they felt about it, what they learned and what they need they have to discuss.
If an energizer is needed, the trainer can organise a short one.
They participants will have a look at the TTT Facebook page and discuss it.
Tools used: Discussion, possibly an entry for self-evaluation in the workbook, Facebook page evaluation
Title of presentation / Presenter / Type / DurationDebriefing / Jumbo / Discussion / 45 minutes
DEBRIEFING
In the field of experiential learning methodology, the debriefing is a semi-structured process by which the facilitator, once a certain activity is accomplished, makes a series of progressive questions in this session, with an adequate sequence that let the participants reflect what happened, giving important insights with the aim of that project towards the future, linking the challenge with the actions and the future. Prepare a list of questions before the debriefing session.
- Keep their questions as clear and concise as possible.
- Avoid questions that lead the discussion away from the subject matter.
- Listen carefully to the discussion to prevent overlapping questions.
- Avoid a tone that seems overly condescending
We can distinct different kind of questions:
-Questions that demand clarification serve to clear up misconceptions concerning the nature of the game (for example: have the 5 levels in the game been effective, did the group exercises had added value?)
-Questions to describe what has happened during the game or during certain exercises.
-Questions that demand general elaboration on the participants to push the discussion into deeper territory (for example: what could have happened if you had used another strategy?).
-Questions that challenge the players to explore alternatives may change the direction of how they have seen and played the game (for example: what do you take away from this game?).
-Questions that inquire about the benefits of the game for the original objectives (for example: what did this game learned you as the most important competences for entrepreneurship?)
-Questions about the risks associated with the project (for example: what could have been the consequence from your decision in reality?) .
Debriefings are most effective when conducted interactively between the participants of the immersive activity and the assessment or observation personnel.
Day 2: PART1: Overview of previous day
The aim of the overview of the previous day is to assert what was discussed and learned but also to lay the basis for the day ahead.
The trainer assigns to a volunteer the role of a TV reporter and the participants, in max 5 minutes, presents what was done the day before.
Tools used: volunteer, flipchart, video recording and upload on Facebook page of presentation (if approved by participant).
DAY 2: PART 2:MOtivation
Aim: this part of the training will allow trainers to discuss entrepreneurship competences and skills available in different format3-s and in different situations. They will be motivated to think how they can present entrepreneurship to their students.
Duration: approximately4 hours
Contents
2.1Entrepreneurship case studies
2.2What drives me?
2.3Can I do it? Problems and solutions
2.4Strategy
2.1ENTREPRENEURSHIP CASES
Aim: the trainers can use these different situations to motivate entrepreneurship students to locate entrepreneurship characteristics around them. The trainers can use own experiences and integrate them within the stories told and presented.
Duration: 60minutes
Resources and preparation
Flipchart
Markers
2 case studyof entrepreneurship environments
Workbook
Pens & pencils
Description
1)The trainer introduces the activity, hands out the two case studies and asks participants to read them. The case studies are just examples, the trainers can use in their training any story or case study they feel is more appropriate for their trainers. The main requirement is that the case study can depict the following traits:
- Have characteristics of an entrepreneurial person
- Answer the question: where can we find entrepreneurship?
- Answer the question: what is the result of entrepreneurship?
- Answer the question: what can you gain or lose being an entrepreneur.
2)The trainer divides participants in 2 groups. Each group selects 1 story and 10 minutes to go through it and prepare a presentation based on the questions. They will need to make a 5 minute presentation. However, if they want, they can use the space in the workbook to create their own entrepreneurial case study based on their examples or what they use in their training.
3)The groups present and their comments and observations are written on the flipchart that can later be used for discussion.
4) The trainer concludes activity.
2.2WHAT DRIVES ME?
Aim: when the trainers complete this activity they will be able to use this activity to write down their needs and motives. Moreover, they can use this activity with their students to allow them to analyse their motivation to wanting to become entrepreneurs.
Duration: 65 minutes
Resources and preparation
Flipchart
Markers
Workbook
Pens & pencils
Sticking cards (post-it)
PPT with slides
Description
1)The trainer introduces the activity and then asks about the students the trainers are usually teaching and their motives: i.e. what are they usually after, why do they want to become entrepreneurs, what are the needs they wish to fulfil?
2)The trainer can with a PPT present information on motivation and examples in order to stimulate a discussion.
3)Discussion also on the “Motivational pyramid in a working environment” borrowed from the project Skills-up: how are your needs represented in a working environment?
4)Following the presentation and discussion, the trainers asks the participants to work alone. They need to think about individual personal needs from the motivational pyramid from the point of entrepreneurship and write their answers in the workbooks. This will make them realise their own motivation and motives but also be able to further use this activity with their students.
4)Their task is to describe which needs of the main character was fulfilled by his or her entrepreneurship. Each group prepares their presentation and adds post-it notes on a pre-drawn pyramid on the flipchart. They are given about 20 minutes to work.
This helps the students of the trainers to realise their needs, competences and skills as well as apply what they know on entrepreneurship in the class. Trainers can use any example of entrepreneurship they wish that can be discussed and solved.
2.3 CAN I DO IT? PROBLEMS AND SOLUTIONS
Aim: the trainers can use this activity to enable their students in class to consider what the most common problems are for becoming entrepreneurial.
Duration: 70 minutes
Resources
Flipchart
Markerpens
Appendix –Problems
Workbook
Pens & pencils
Description
1)The trainer introduces the activities and tasks of participants. The trainers in their subsequent classrooms can prepare examples based on their own experiences or together with their students. An example is: “I know many solutions to the problems that occur in the office but I am not paid enough, why should I help?” Solutions must be found to the situations. All participants get the stories and read them individually trying to think of possible solutions.
2)The trainer divides the group into pairs. They consider their solutions and prepare short presentations according to the given questions. Presentation is two minutes.