Game modes + Lessons plans with examples

Game Modes
There are several ways in which the game can be exploited, all falling under three main categories which are called Game Modes hereinafter and explained in detail.

Game Mode 1 (GM1) – WeAreEurope Game as a foundation for Project Based Learning
The most common way of exploiting the game for teaching purposes is for it to serve as a basis/trigger for the design and implementation of wider projects which are to be carried out in the classroom. The extent of these projects can vary significantly, based on the teaching goals to be set. They can be connected to a specific disciplinary area or they can be interdisciplinary. Overall, the projects can be divided into three categories, based on the actual trigger which derives from the game. The elements of the game which can support the design of a project can be: Challenges, Map Stops and Time Periods. Considering that the options are numerous, this guide can only provide general guidelines and a few concrete examples.

Example 1a: Several distinctive elements exist in the game. One of the most recognizable ones are elements which appear on the maps which are not directly involved in the game progress. Indicative examples from the very first map are the Parthenon, the Colosseum and the Minotaur. By clicking on them, information about them can be seen. Thus, a teacher can create a project about the construction, use and significance of the Parthenon or the Colosseum, but also one about the mythological description of the Minotaur or even the Minoan Civilization. Such projects can be implemented at a later time, after the game or the corresponding time period is completed, or even before it is even initiated. By entering a certain time period, the map can be examined, elements can be recognized and projects can be realized. Then, the children can proceed to play the game.

Example 1b: Other distinctive elements of the game are the integrated challenges. Apart from the research needed to find the correct answer to a challenge, project ideas can be based on the content of the challenge. For example, in the Industrial Revolution period, there are challenges which require from the students to identify pictures of famous inventions and match them with their name. Extending this challenge, a teacher can design a project about one or more of these inventions, focusing on its functionality, innovative aspects, use and transformations they received up to today, their impact in human history and activities, etc. Even, the notion of the invention or what makes someone an inventor can be discussed and researched, along with the process of Patenting, the financial implications and so on. 

Another example, in the same period is a challenge which requires that the players match images of famous composers (Mozart, Weber, Beethoven and Chopin) with their names. The teacher can use the WaE game as a teaching tool in order for students to learn about famous composers (even others than the ones mentioned in this challenge). Then, based on this, a project about classic music can be implemented, spanning from simple presentations about composers to a wider discussion about musical instruments and symphonic music, leading to the construction of instruments, etc. 

In some cases, the game challenges are small projects on their own, characterized by the consortium as non-digital ones. These are challenges in which the players have to act outside the game environment and it is up to the teacher to decide that their actions were adequate. These actions can be: the creation of short stories, the construction of an artifact, the design and performance of a theatrical play. Finally, challenges can be exploited in order to design projects for facilitating the teaching of wider concepts

Example 1c: Another element form the game is the narrative which is read or heard at the beginning of each time period, which introduces historical and other information to the players. Based on this information, projects can be implemented as well. For example, the introductory narrative of the Age of Discoveries mentions the ships that the Iberian explorers used, the Caravels, also providing some hints about their design. A teacher can exploit this in order to facilitate a project in which children can: research and present the explored territories at that time, create models of the Caravels and explain their key features, discuss how the perception of the world gradually changed (from a flat earth to the globe), etc.

Example 3: The action of the game takes place in various instances within time. Thus, it can be used as a basis for designing a project about a significant time period as whole. Such time periods, in random order, are: the Ancient Times, the World Wars, the Renaissance, the Age of Discoveries, even the formation of the EU and many more. After completing a whole map in the game which corresponds to a specific time period, characterizing a significant era in Europe’s history, a whole project can be designed about this time period. In this case, let us consider the World Wars’ period which was a time of great changes all over the continent. After completing the corresponding map, several project ideas can emerge, postponing the progress of the game to the next map/time period. Having collected a great amount of information from the game challenges, the children can put the acquired knowledge in use or be facilitated to conduct further research in order to deepen their perception of an issue. Such issues are, for example, the geographical reconstruction and the corresponding processes (treaties, warfare, etc.). The children can be asked to study any border changes that occurred during this time period and examine the causes and the consequences. In this vein, political issues can be introduced, explaining the political systems that arose and declined during this period, discussing their advantages and disadvantages. Historical facts can be examined in detail (e.g. the Invasion of Normandy and what it meant for the outcome of the warfare). The financial implications of a country being involved in a war can be discussed, investigating the various perspectives which derive from the position a country holds in such situations (being the invader or being invaded, being on the winning or the losing side, etc.). Obviously, the choice to be made and the paths to follow are numerous. Regarding the outcome of the project, it can be a presentation or an essay in the form of a report. Other material can be created, such as posters, comics and infographics, depending on the age of the students, but in such cases arts are involved in the learning process as well. Following this last idea, the children can recreate information they retrieved or conclusions they reached by writing and performing a theatrical play in class or in front of a wider audience (e.g. parents or the local community). 


Game Mode 2 (GM2) – WeAreEurope Game as an evaluation tool
When teaching, it is not uncommon for teachers to deploy evaluation tools and mechanisms in order to examine how well the new knowledge has been acquired by the students. A very common tool of this kind is a knowledge test. The WeAreEurope game can be used in a similar way, replacing tests with a more fun evaluation approach. For example, if a class has been working on Ancient Times through various disciplinary areas (e.g. history, geography, math, etc.) for a specific time span, the teacher can use the game in order to evaluate knowledge acquisition through the students’ performance in the game. In this case, playing the game individually gains some value, in the case the teacher wishes to examine individual performance and thus how each student puts the acquired knowledge into use, through the game.

Game Mode 3 (GM3) – WeAreEurope Game as a teaching tool
In the WeAreEurope game, in order to find the answer to a certain challenge the children will have to conduct research, negotiate (when working collaboratively) and conclude. Thus, the game challenges can be considered as small lesson plans which are implemented following the Problem-based Learning approach. Each challenge introduces a problem for the players to solve. By utilizing several transversal skills, such as information seeking, retrieval and filtering, negotiation, argumentation, critical thinking, etc. the players follow their own path to constructing knowledge by solving these problems and providing the correct answer to the challenge. Thus, each challenge of the game can be considered as a learning activity which requires from the teacher to facilitate the knowledge construction process when and as needed.

Game Mode 4 (GM4) – WeAreEurope Game as an reflective or investigation tool
The WeAreEurope game can be exploited in a way which combines the modes described so far. In this mode, the students can be asked to play the game (individually or in groups) regularly for a certain time (e.g. 3 times a week, for 2 weeks). They can be asked to focus on a specific category of challenges (e.g. literacy, math, science), based also on the role they undertake (in a group setting). Based on the information seeking they have to conduct, they can be asked to make a presentation based on a reflective question “what have I learned over the past 2 weeks?”. This approach can gradually lead the students to a reflective examination of the information they have accessed, providing alternative perspectives, interpretations and thus knowledge construction. Further teaching activities can be based on the students’ presentations and information gathered. 


Lessons Plans - examples

Lesson Plan #1

Title
The regimes/political systems in Ancient Greece
(WaE as a tool for deploying notions. Dawn-literacy-medium_1- Make a comic in which to describe briefly the system of government in Ancient Greece.)

Cognitive areas

• Language
• History
• ICTs
• Aesthetics

Equiqpment

• Computer Lab
• WaE game

Sources
 -

Method
Collaborative work in 2 groups – information seeking

Existing knowledge

• Basic history about ancient Athens and Sparta
• Computer use, storytelling & storycrafting skills, comic creation

Teaching/learning goals
Discipline based

• To be familiarized with various political systems in Ancient Greece
• To realize that city evolvement led to political change
• To realize differences between political systems

ICT based

• Search, access and filter information
• Exploit online resources (e,g. encyclopedias, Wikipedia, etc.)

Learning process based

• To collaborate
• To become motivated & engaged
• To develop inquiry learning skills & critical thinking
• To develop other skills (storytelling, creative writing, etc.)

The plan

• Students form two groups (aprox. 10 members each)
• Group 1 -> Athens Group 2 -> Sparta
• Role description within groups (e.g. secretary, journal keeper, etc.)

Activity 1(20 minutes)

• Role 1 looks for information (keywords and/or tips can be provided)
• Role 2 assesses information

Activity 2(20 minutes)

• Role 3 creates a story about a politician in that Era (hints can be provided or the story can be structured)

Activity 3(20 minutes)

• Present it each group to other

Lesson Plan #2
Title
Europe Trip
 
WaE as evaluation tool
(WaE_ EU challenges)

Cognitive areas
Language, ICTs, Aesthetics, Geography, Social and Political Education

Equiqpment

• Computer Lab
• WaE game
• World map

 
Sources
- 

Method
Collaborative work in 10 groups (aprox. 2 members each)– information seeking

Existing knowledge

• Basic knowledge about Europe, EU, countries- capitals
• Computer use, storytelling & storycrafting skills

 
 
Teaching/learning goals
Discipline based

• To identify  the position of Europe, European countries and their capitals
• To know the main monuments of European,  the European culture and the member-States of the European Union
• To know the institutions of the European Union
• To observe, to compare, to justify, to take decisions and conclusions

ICT based

• Search, access and filter information (e.g. google, etc.)
• Exploit online resources (e,g. encyclopedias, Wikipedia, etc.)
• Exploit online “tools” (e.g. google earth, ppt, word, inspiration, etc.)

Learning process based

• To collaborate
• To become motivated & enganed
• To develop inquiry learning skills & critical thinking
• To develop other skills (storytelling, creative writing, etc.)

 
The plan

• Individual & collective actions
• Students form 10 groups (aprox. 2 members each)
• Role description within groups (e.g. secretary, etc.)

 
This plan is a project, so below we present some activities:

• Role 1 looks for information (keywords and/or tips can be provided) (30 minutes)
• Role 2 assesses information
• Role 3 uses world map and google earth to identify  the position of Europe, European countries and their capitals. Each group can browse on it.
• Role 3: Each group creates a ppt file about  the country or capital which chose above.
• Role 4 looks for information about main culture characteristics of European countiers and important monuments and creates hyperlinks.
• Role 5 shows a video on youtube about the institutions of the European Union. Students looks for information (e.g. Wikipedia, etc.).
• Role 6: each group creates a ppt file about the institutions of the European Union and shows it.
• Role 7: WaE as evaluation tool

Lesson Plan #3

Title
Timeline of Europe Map changes

Cognitive areas

• History
• ICTs
• Geography
• Aesthetics

Equiqpment

• Computer Lab
• WaE game
• Europe Map
• Canvas, colours

Sources
 -

Method
Collaborative work in 2 groups – information seeking

Existing knowledge

• Basic knowledge about the historical changes in Europe
• Basic knowledge about the geographical changes in Europe

Teaching/learning goals
Discipline based

• To identify  the position of European countries over the time
• To know the borders of Europe in each period
• To find the differences of Europe’s map over the time
• To observe, to compare, to justify, to take decisions and conclusions

ICT based

• Search, access and filter information
• Exploit online resources (e,g. encyclopedias, Wikipedia, etc.)

Learning process based

• To collaborate
• To become motivated & engaged
• To develop inquiry learning skills & critical thinking
• To develop other skills (storytelling, creative writing, etc.)

The plan
 

• Students form two groups (aprox. 10 members each)
• Group 1 -> Ancient explorers            Group 2 -> recent explorers
• Role description within groups (e.g. secretary, journal keeper, etc.)

Activity 1(20 minutes)

• Role 1 looks for information (compare maps, find countries, discuss about changes, etc )
• Role 2 assesses information

Activity 2 (20 minutes)

• Role 3 creates a map about the changes in Europe over the time 

Activity 3(10 minutes)

• Present it each group to other