GROWing game by GRYF Zarządzanie Projektami Międzynarodowymi

GROWing game

Editor Łukasz Leszczyński Contributors Monika Dymacz-Kaczmarczyk Małgorzata Grzelewska Konrad Szpak

Kraków 2015

Editor Łukasz LESZCZYŃSKI Contributors Monika Dymacz-Kaczmarczyk, Małgorzata Grzelewska, Konrad Szpak Graphic design, proofreading and composition Pracownia Słowa Printed by Wyższa Szkoła Europejska im. ks. Józefa Tischnera ul. Westerplatte 11, 31–033 Kraków www.wse.krakow.pl

ISBN: 978-83-60005-43-9 Translated by Anna Bugajska and Barbara Kos A free publication with Creative Commons license. Attribution (BY) – Non-commercial (NC) – Share Alike (SA) 3.0 Poland

The license does not cover the photographic materials made available courtesy of Pracownia Gier Szkoleniowych and MindLab Games, which materials are signed accordingly. These photographs are the sole property of the said entities, and their further processing requires the owners’ agreement. The publication was prepared as a part of GRYF project, realised by Tischner European University in Kraków. The project is realised in cooperation with Iceland, Liechtenstein and Norway, through the grant from the Financial Mechanism European Economic Area and Norwegian Financial Mechanism as a part of the Scholarship and Training Fund.

www.wse.krakow.pl

Contents Introduction 5 I. Game-based learning 6 1. Instead of (another) introduction 2. A historical outline

8 Game-Based Learning – does it work and how? 9 How to teach a game-based course? 19 Games in practice – two case studies 21 Where to find more information? 25 Instead of a summary 27

3. Game-Based Learning – what it is, what it is not 4. 5. 6. 7. 8.

II. Designing board games for training 28 1. Developmental aims

29 3. The general conception 31 4. Mechanical aims 32 5. Plot – the world of the game 32 2. Organisational framework

6. The detailed conception – modelling 7. Detailed conception – mechanics 8. The board and other props 9. The rules

10. Early prototype – the alpha version 11. Tests – what for?

12. Alpha (authorial) testing

42 14. Beta testing 43 15. Final testing 43 13. Instruction

16. Any other testing?

43 18. Is that it? 44 17. Printing!

19. Famous last words

III. Gamification 45 1. Introduction to gamification

2. Gamification in education and training

3. The basis of gamification process and its efficiency 4. The workshop and toolkit of the player

60 6. Bibliography 61 5. Summary

www.wse.krakow.pl

4 IV. Bliskie SPODKAnia. A game in the field of creativity and innovativeness 62 1. Reasons for designing the game

2. Educational assumptions for the game

64 Materials accompanying the game – for participants 68 Bliskie SPODKAnia game – instruction for trainers 76 Materials for the game – for trainers 79 Workshop analysis of the game 80 Bibliography 85

3. Bliskie SPODKAnia game – instruction for participants 4. 5. 6. 7. 8.

V. International project management 86 1. A new-formula specialisation within a Master’s degree course at the English Philology – Applied Linguistics faculty 86

91 3. International project management – teaching methodology 107 4. Trainers’ profiles 120 2. International project management specialisation – description

5. Available educational resources in the field of Project Management 6. Taking the specialisation with a pinch

128

VI. Authors of the texts 129 VII. List of illustrations and charts 130 1. List of illustrations 2. List of charts

131

130

123

www.wse.krakow.pl

Introduction

for any group you do it with. The fifth chapter is a sneak peek at the International projects management, with a handful of attractive solutions for the programme and tools in education, as well as project management.

Is it for me? It is our great pleasure – and I write it on behalf of all the contributors – to present you with this manual, which has been packed with games-ineducation content. Man, as homo sapiens, has for a long time been also homo ludens, using games for entertainment. Comparatively recently – in the epoch of cutlasses, pistols, Jolly Roger and powdered wigs – people realised that games can be not only entertainment, but also a source of knowledge and skills. From that time on, training and educative games quite understandably were gaining ground to be fully recognised at the turn of the 20th century as an important tool of cognition and education. In the meantime the games were joined by a close relative – gamification, which is being developed very fast and furious(ly), and sometimes in a very uncritical manner. Gamification still hides untouched an enormous power. Educators, teachers, trainers, didacticians of today have a chance to spread their wings to an unprecedented range. Yes, we do believe in the great developmental power of games and gamification. Making ourselves clear: in our opinion, for games and gamification sky is not the limit. Our team of contributors have been connected with Tischner European University, which for a couple of years now has been successfully experimenting with different kinds of developmental games. We have been supporting the development of a new specialisation at TEU – International project management, which is unique not only thanks to the partnership with the patron institutions, incredible programme and great staff, but also thanks to the forms of education grounded in games, gamification and a wide range of edutainment tools. This manual has been prepared as a part of the project for this new specialisation.

What’s inside? We would like to share with you our experience and research, based mainly on practice. Although we are academics, we were trying not to theorise too much, as this sort of data can be easily found in the literature of the subject and on the Internet. Our aim was to choose such materials as to inspire you to delve deeper into the world of games and gamification on your own. In the first chapter you will be introduced to the specifics of the Game-Based Learning method, you will learn how to use games and what purposes they may serve in the process of education. You will also find hints where to find over 2000 games worth using during your classes. The next chapter is a step-by-step introduction to the design of one’s own educational board game. In the third chapter we will look at the possibilities of gamification in the education sector, together with a couple of practical solutions for gamified lessons’ support. Chapter number four offers a real treat – an educational game. It has been designed for you to be able to print out all the elements, without multiplying the costs. It is perfect for a debut in the world of game-based teaching, suitable

The manual has been designed for all who are engaged in any sort of educational and developmental processes. The contents are addressed at the university teachers, trainers, NGO representatives, but with the mind to all who are working for building a better world. The manual’s profile is directed at those who have little or no previous experience with game-based learning, but we believe that even those who have used games before will find something for themselves. You game-based veterans – just wait! We have something special coming. We encourage you to use this manual and to experiment with games in your environment, as well as to share your experiences with us. To help us improve our work, please contact us at grywalizacja@wse.krakow.pl. Let the GROW play begin… On behalf of the contributors – Łukasz Leszczyński

www.wse.krakow.pl

I. Game-based learning Łukasz LESZCZYŃSKI

1 Instead of (another) introduction This chapter will be devoted to the discussion of the role of games in the process of education. To get things straight, let us begin with the official definition of an educational game by Andy Kirby1: A structured training activity with a content or process learning objective other than the completion of the activity itself. Interesting, lesser known categories of games possible to use in education are art games and no-games. To find out more, please read the article about an unusual board game, Train by Brenda Romero. http://venturebeat. com/2013/05/11/brenda-romero-train-boardgame-holocaust/

Illustration 1. RSA Animate Film – Changing Education Paradigms. Old and new look at the system of education Source: https://www.youtube. com/watch?v=zDZFcDGpL4U (accessed: 01.12.2014).

Besides, the topic of training games will be treated as inclusively as possible, encompassing all games, regardless of their form or the platform of distribution: from board games, through playground games to mobile games.

Reposing on this definition, for the purposes of this chapter we will assume that such notions as training games, simulation games, didactic games or educational games, and even serious games, are synonyms and they will be treated interchangeably. They can be gathered under an umbrella term “developmental games”.

The term education will concern all its levels and organisations connected with it: kindergartens, primary schools, lower high schools, high schools, university studies, postgraduate courses, trainings and courses by educational companies, and the educational classes organised by NGOs, students’ clubs or other organised groups. As a consequence, such terms as the instructor, trainer, teacher, moderator or didactician will appear interchangeably. The insane variety of educational institutions will be often referred to as organisations.

1 A. Kirby, Gry szkoleniowe. Materiały dla trenerów, Wolters Kluwer 2011. (translation after: Kirby, Andy, A Compendium for Icebreakers, Energizers and Introductions, 1992, Human Resource Development, p. 2).

We are aware of the fact that such simplifications will raise concerns from researchers, academics, linguistic purists and other experts, but our primary aim was to be as

www.wse.krakow.pl

7 clear as possible, which a multiplicity of terms would obstruct. It is difficult to start a chapter about gamebased learning without lamenting the state of the educational system – (un)fortunately, not only the Polish one – but the purpose of this publication is not to criticise. We will limit ourselves to recommending a short video, which provides a pointed diagnosis of the problem in question: Regardless of how we judge the present state of the education system, we have access to a solution which answers some of the problematic issues. The solution is, of course, game-based learning method.

2 A historical outline

You can view the photos of the later versions of Kriegsspiel and its components at: http:// boardgamegeek.com/ boardgame/16957/ kriegsspiel

The didactic potential of games was noticed as early as the end of the 17th century: like the majority of innovations, also educational games have their roots in… the army, in this case, the Prussian one. The beginning of didactic games is marked by the appearance of the war game Kriegsspiel (Ger. war game) in 1664. From the very beginning it was designed not as a source of entertainment, but as a didactic tool. At the beginning Kriegsspiel involved playing on a modified chessboard with 30 pawns, representing different divisions. The later versions had the board further modified (until it became a modelled terrain), as well as divisional distinctions and rules, and they varied in, e.g. the firing range.

Worth noting is the environment that at the beginning of the 20th c., both in Poland and abroad, implemented games into its organisation culture in a highly innovative manner: Scout Boys (1906, Polish “harcerze”, 1911). A newly created youth movement spread swiftly around the world, creating big organisations. Their educational system was fundamentally game-based and gamified. It needs to be underlined that the games were realising a definite didactic objective. The first Polish scout game was probably a simple field game called Ucieczka Sybiraka (Siberian Escape) proposed by Andrzej Małkowski in 1911.* Besides being primarily focused on boys’ physical fitness, the game was to improve tracking and reconnaissance skills. The game, as a form of working with youth, has become so characteristic for the scout movement that even the handbook of so-called “little sabotage” (mały sabotaż), published by Aleksander Kamiński in 1942 within the Szare Szeregi and Armia Krajowa structures during German occupation, was entitled Wielka gra (The Big Game). Broadly understood game and numerous organisational and procedural solutions (today’s gamification) remain core elements of scout organisations. * A. Małkowski, Scouting jako system wychowania młodzieży, Związek Polskich Gimnastycznych Towarzystw Sokolich, 1911, s. 16.

This unique educational project has been continued for over 200 years, and taking into account the general skills of the Prussian officers and the efficiency of the Prussian army of that time, one has to concede that the tool worked. War games understood more broadly, as a form of training (players clearly defined as parties in a conflict, specially designed scenario, aims, clear rules, observers-judges, etc.), were already in use in the 19th c., but only in the 20th c. did they become a common and refined tool. It is agreed that the first management simulations worthy of this name appeared in the 1930s in… the USSR2. During that period tens of management games were created, addressed to the industry-employed staff. The topics referred to a.o. launching the assembly line in a typewriter factory, removing the effects of an emergency in a power plant, the organisation of the dispatcher services, the change of production programme in a textile factory. After the Soviet experiments, discontinued at the end of the 1930s, the next simulations appeared only in the 1950s in the USA. The Russians came back to the idea in the 1960s. A decade later first publications concerning games appeared in Poland. In the 1970s first training games with computer support were developed. The period of 1980–90s reveals maturation of simulations, often computer-assisted or computer-based. The turn of the centuries witnessed not only the increase in the number of didactic games, in Poland as well, but also a greater diversification as far as the aims, content sophistication and the formulaic variety. More and more game solutions, treated before as entertainment, have been applied: board games, card games, Role-Playing Games (RPGs), Live Action Role-Playing Games (LARP), gamebooks, computer simulations. In the 21st c. they were joined by console games enacted in the social media and game apps for the mobile devices. Now, in 2014, we can choose from an imposing variety of games supporting development, and games as a medium are slowly gaining ground as a dominating medium, dethroning the book and the film. The budgets of the biggest games oscillate around 100–500 million dollars, and after 3–4 days after the premiere investment costs are returned. By all sings, it’s just a beginning…

2 A. Balcerak, A. Pełech, Gry kierownicze lat trzydziestych XX wieku, Oficyna Wydawnicza Politechniki Wrocławskiej, Wrocław 2003.

www.wse.krakow.pl

3 Game-Based Learning – what it is, what it is not A detailed definition of Game-Based Learning remains a subject of heated debates, as it happens with all new tools. Fortunately, we can use didactic games without theoretical definitions, so let’s leave the methodological quarrels to scientists and experts. For the purposes of the present handbook, we can assume that Game-Based Learning (GBL) implies simply using didactic games in the educational process in such a way that they enhance this process’s effectiveness and speed, with respect to the attainment of the didactic objectives. The game used in the process has to comply with the defined objectives. GBL is means to develop competences (knowledge, skills, behaviours – taken together or separately), which is possible to apply in all types of education, also in selfdevelopment. Some experts assume that GBL concerns only computer games, but it seems to be an unnecessary and exaggerated generalization, because any game can become an axis in the GBL process, regardless of its distribution platform. It enables us to use not only computer games (online, offline, on social portals, webquest), but also mobile, console, biographical, board and card games, gamebooks, RPGs, large format, war/figurine games, field and location-based games, LARPs, quests and all of their hybrids. The essence of GBL:

1. Education through experience;

Illustration 2. Badges worn by the players during a location-based game SztukMistrzowie z Krakowa, organised by Tischner European University in Kraków and the National Museum in Kraków Source: Tischner European University in Kraków.

2. The stimulating potential of games, especially well-designed didactic games; as of today, games are probably the most engaging type of educational tool; 3. The participant in GBL plays according to their own competences and strategy, there is no punishment for a possible weak result, so they can play and experiment freely; 4. A GBL game must have clearly defined rules, comprehensible for and accepted by the players; 5. Safe learning environment in simulation games: no need to, e.g. experiment on a living organism; the player can try out the consequences of their actions through the game; 6. The player receives feedback on the situations occurring during the game, their actions and the relation of the game to reality, which enables them to build their own reflection on the topics that are the subject of the game; 7. Games are without peer when it comes to the shaping of attitudes, possibly being contested by other didactic tools in the realm of knowledge passing or skills formation 8. Games are not a miracle cure for educational deficits; the market offers games of varying quality – sometimes a good lecture will be more profitable than a bad game. 9. Games offer the element of play and recreation, which is good, but it needs to be remembered that its character is secondary and subservient towards the basic feature of the didactic games: their primary objective is to develop, and only then to entertain.

www.wse.krakow.pl

9 On the other hand, we cannot bypass the entertainment component while designing GBL and employing edutainment. 10. The method is elastic: it may serve to sum up the chosen topic, or to introduce it, or as a mid-class tool… 11. …but let’s not treat it as a rule. Games can also be skill- or knowledge-based. 12. Games are still a novelty in education, we are lacking good and visually attractive ones. They still come as a surprise to the trained and to the trainers. What is more, new solutions are still being developed with respect to education – more and more interesting, mature and innovative. Since we are talking about games and GameBased Learning, obviously we need to mention gamification as well. Despite the common opinion and first associations, games and gamification cover different aspects. Games used in the educational process are the closed games proper. Gamification, on the other hand, utilises chosen elements of game (e.g. playing, points, levels, badges, tables and ranks, challenges, cooperation, etc.) to enhance the players’ involvement and modify their attitudes. Still, the gamification solutions are implemented usually in the processes not essentially connected with

Illustration 3. Training board game Pali się! used by players Source: courtesy of MindLab Games.

games (marketing, PR, business, research, HR management, traffic, or education), to attain the goals of the project’s author. Gamification could of course evolve into game at certain point, but before it happens – it remains a separate category. You will learn more about gamification from a further part of our handbook. For now, let’s talk about the details of Game-Based Learning.

4 Game-Based Learning – does it work and how? At this point, we will try to get a closer look at the game-supported education, as far as its effectiveness, organisation and logistics, finances, etc. We will try to answer the question if it pays off to invest in games.

4.1 Kinds of games It is good to realise that there are many criteria by which we can classify games. We will not analyse them in detail, but if we think about using any game in the educational process, it’s worthwhile to revise the types of games gathered in Table 1.

www.wse.krakow.pl

Table 1.

10 C R I T ER I O N

Types of games and their characteristics Source: J. Korbut, Gry symulacyjne w dydaktyce: GRAKOR – 2002, Wydawnictwo WSP, Częstochowa 2003.

KIN DS O F G AM ES W IT H T H E IR B R IE F CH AR ACT E R IST ICS

1. Games for acquiring and systematizing knowledge.

Didactic objective

Games serving as tools for teaching and understanding basic notions, laws, connections, dependencies, mechanics, etc. 2. Games for skill acquisition. E.g. training in decision-making, or problem-solving with heuristic methods. 3. Games for attitude forming. E.g. creating a positive or negative relation to certain phenomena or problems; creating a system of beliefs based on emotions. 4. Mixed games – combining 1, 2 and 3.

Function

1. Diagnostic games – their results form the starting points for the definition of the educational needs (objectives). 2. Informative games – provide players with information enabling the knowledge and transformation of chosen parts of reality. 3. Estimation games – they aim at the control and assessment of the knowledge, skills and attitudes of the players. 4. Mixed games – combining 1, 2 and 3.

Skills trained

1. Decision-making games, developing the skills of making good decisions (operational, tactic, strategic). 2. Leadership games, developing the skills of managing human resources and different types of decisions. 3. Specialist games, developing narrow skills of, e.g. prognostics, using heuristic, sociopsychological, IT methods, solving mathematical, physical and other problems. 4. Mixed games – combining 1, 2 and 3.

Problems

1. Problem games, with hidden or formulated problem(s), the solution(s) to which come(s) only through the mental activity of the subjects (the players). 2. Non-problem games, in which there is no problem to be solved by the mental activity of the subjects.

Domain, subject

1. Social games, concerning such fields as economics, sociology, pedagogy, politics and others connected with the human being and explaining the human world. 2. Nature games, comprising such sciences as physics, chemistry, biology and others dealing with the natural world and its explanation. 3. Mixed social-natural games, e.g. dealing with economic-organisationaltechnical subjects.

Generalization level

1. Global games – general. 2. Functional games – detailed, concerning chosen elements of reality. 3. Global-functional games, concerning the whole of the problematics in a simplified form and developing chosen fragments in detail (e.g. marketing games).

Relation to reality

1. Natural games, based on objective, material reality. 2. Simulation games, concerning problems taken from reality but represented on a model. 2.1. with a constant model, 2.2. with a modifiable model (during gaming).

Positivedefiniteness of reality in the model

1. Deterministic games, with only one solution or only one path leading to the solution. 2. Stochastic games, with equifinality component. 2.1. Probabilistic games in their model contain many solutions to achieve the goal, with the probability at the choice of each path greater than 0 and smaller than 1. 2.2. Strategic games in their model contain many solutions to achieve the goal, assuming conscious destruction of other players, with all players remaining ignorant as far as the probability of achieving the goal.

www.wse.krakow.pl

11 C R I T ER I O N

Model representation

KIN DS O F G AM ES W IT H T H E IR B R IE F CH AR ACT E R IST ICS

Games based on model: 1. Mathematical (homomorphic) image of reality, i.e. the existence of unilateral adequacy (similarity) between the elements of the model and the projected and the real systems. 1.1. For the imitation or identification of a process or a set. The states of input and output of the system are known, the formal description of the processes or state in which they occur is unknown. 1.2. For the direct study of the system. The state input of the system is known and the formal description of the system or its processes is known, with the state of output of the system remaining unknown. 1.3. For the definition of the optimal control. The state of output of the system and the formal description of it or its processes is known, with the state of input of the system remaining unknown. (Description based on cybernetic models). 2. Object model, e.g. electronic (transistor), mechanic (gear boxes), electric (transformer). 3. Verbal-descriptive model, e.g. problem cases presented as a verbal description (a story) or a written description. 4. Image-picture model. A typical example: image-picture situations on roads and streets presented to candidates for driving license, or sketches of situations created by an accident assessment team, which may be used as a part of a game.

Methods of playing

1. Single stage games, played in a continuous succession regardless of the hours planned for the completion of the game (e.g. a couple of successive days). 2. Multistage games, consisting of a few stages, which are separated by the breaks, planned in the model. During breaks the players usually solve various tasks.

Computational technology

1. Hand games (manual, non-computer) in which people or teams have to do the counting based on specific rules and regulations (algorithm), using techniques from pencil to calculator. 2. Computer games: simulations in which a team receives results as ready EMC reports, after they have made a series of decisions conforming to the model.

Education level

1. Pre-school games. 2. School games. 2.1. for primary schools 2.2. for vocational schools 2.3. for high schools – comprehensive – vocational 3. Higher education games. 3.1. universities of technology 3.2. universities of economics 3.3. universities of the humanities 4. Postgraduate and doctoral studies games.

Let’s add that the table does not exhaust the phenomenon, omitting some kinds of games (e.g. biographical games), and some parts of it are not up-to-date (e.g. the last line: no mention of lower high schools, as well as training games and the whole sector of the non-formal and informal education). However, the whole remains comprehensive, and the details can be easily adjusted to the current conditions.

4.2 Costs GBL as a method or a game as a concrete tool are connected with certain costs. Fortunately, also with benefits. Expenditures that need to be taken into account are not only the costs of game purchase or production, but also organisation, time, sometimes finances. It is good to remember about:

www.wse.krakow.pl

From among the biggest Polish organisations of the training-advisory character, which conduct game-supported courses and have ready training games and/or design dedicated games, we can name (alphabetically): 313 consulting

Akademia Gier

ExProfesso

GraSzkoleniowa.pl

print it out as a whole or print some parts of it. The downside is that a free game will not make us competitive – because it is available for everyone. But if the criterion is only the availability of the tool, we should look for free games. You will find some examples later on in the handbook.

Instytut Rozwoju Biznesu

Klaster Edutainment

MindLab Games

Octigo

Pracownia Gier Szkoleniowych

SH Training

Smart Education

Training partners

Training Projects

Tishner European University in Kraków

University of Information Technology and Management in Rzeszów

£ preparing internal trainer(s) to manage and assess the game;

£ the pay for the game moderator; £ preparing the change in the organisation: introducing games to the actions with not always clearly defined developmental aim; £ current game management: keeping, sharing, conservation of the damaged components (or the purchase of the new ones) in the case of board games, or the technical support in the case of computer games; £ in the case of designing a new game (whatever its distribution platform, including board games) – time and work of the organisation experts will be devoted to cooperation with the game designers; £ in the case of some computer games – the infrastructure necessary for the games and/ or their distribution (server, hosting, etc.).

The second option, i.e. purchasing a game as an element of a course (or the other way round: purchasing a game-supported course) has its own specificity. Of course, we get the game, but fitted into a concrete training. It will not remain in our organisation. On the other hand, we have access not only to a good game, but also to a trainer who can manage it well and optimise the educational effects – we simply acquire a ready, closed service. The cost of such a solution varies between a few to several thousand zlotys gross, and it depends on the subject of the training, its duration, the participants and their number, and other special expectations of the client. So, in fact these are the costs of a typical commercial training, with a game as an addition. The training companies use different business models: in some cases, game-based trainings are no different than others, but in some GBL trainings are a bit more expensive (e.g. to amortise the costs of the game design and production). Delivery time of the ready product (the GBL training) depends mostly on the flexibility of the training company, but in general amounts to a few to over a dozen days.

Today, if we want to buy a training board game from one of the companies on the Polish market, we have five possibilities: using free games, purchasing a game as an element of a course, purchasing one of designed games, purchasing a game designed for our needs, and finally: purchasing an ordinary board game.

The third example is purchasing a readymade training game. In this case you receive a box with the game and its components. The moderator has to familiarise himself with the instruction, prepare to the training and… begin playing! The companies that distribute training games also have in their offer game demonstrations – they can generate additional costs for the client, but it’s not a rule (e.g. in the case of purchasing more than one game). Demonstrations, managed by a representative of the distributor, may be demos, showing the potential of the game (and encouraging to buy the product), or an instruction for the trainers of the buying organisation. In this case we should be ready for the purchase cost between c. 700,00 and 17000,00 gross3 (depending on the producer and the title), but there are also

The first solution is of course the most financially effective – we get a game without much expenditure, although sometimes we need to

3 Data based on the analysis of the offer of training game design and distribution companies (accessed: 01.12.2014).

Let us devote more attention to the costs.

4.2.1

Costs (and benefits) – board games

www.wse.krakow.pl

Illustration 4. Training board game Twój Czas Source: courtesy of MindLab Games.

more expensive ones (and cheaper ones, but usually they are gamified training exercises – so it requires some caution before the purchase to avoid overpaying). It’s a considerable cost but we own the game and we can use it as many times as we want for the duration of its license. It seems the right place to say a couple of words about game licenses. The purchase of a ready-made training game more often than not involves a more or less formal license agreement. Game-designing companies use different solutions connected with their business model, so it is worthwhile to find out about details before buying. Some licenses are addressed only at individual trainers (so the game can be moderated only by its owner), some include the whole organisation (so any employee can be a moderator, but it means higher costs for a single game set), some are limited only to non-profit actions, and some can be used also in commercial projects. The delivery time of the purchased ready-made game may oscillate between 3–4 days (if the game is already waiting in the warehouse) to 2 weeks (if it needs to be produced by printing, buying component parts, etc.). Last but one from the abovementioned possibilities of game purchase is placing an order to design a dedicated game. It is the most costly, but also the most effective form of equipping the organisation with a training board game (the cost counts in

tens of thousands zlotys gross, but we get precisely what we need). We should also count in the time (indirectly: the money), devoted by the representatives of our organisation (specialists and conceptual experts, the final tests employees, etc.) for the cooperation in the making of the game. At the agreement negotiation stage it is good to establish what will happen later with the solutions implemented in the game and trade secrets of the ordering company, i.e. if it purchases everything (so the mechanisms of the game will not be used in other projects by the designing company; the knowledge about the processes or the specificity of the ordering organisation is confidential, not to be distributed, etc.), or if it is, e.g. possible to redesign the game (the change of the key data, the information about the internal affairs of the organisation, etc.) and simultaneous distribution of the game on the commercial market (lowering of costs for the ordering organisation or the participation in the profits from the sale). As can be seen, there is a lot to be decided. A dedicated game has additional aesthetic value: its form and content may call on things closely related to the organisation: its logotype, taxonomy, structural elements, photos of the infrastructure, or even people and common keywords. When it comes to the delivery time of the product, it ranges from a couple of weeks to several months (the second one more likely), of course modified by the complexity of the game. In this option we have to prepare

www.wse.krakow.pl

14 our own setting to conduct game-based classes. There is one more possibility to build the didactic arsenal of the organisation: buying ordinary board games! Considering the dynamic development of the board game market, we may find a few titles which could be used in education. Of course, it all depends on didactic objectives, but with some effort and/or expert advice we can find board games at 1% of the training games’ cost with no difference in quality. It has to be underlined, though, that additional cost on the part of the organisation is not only identifying the games (time), testing (if they answer our needs), but also organizing the support for the moderator (from didactic advice through methodological commentary to managing and monitoring the game and evaluation questions). Besides, in the case of board games, usually designed for 5–6 person groups, the games will be played at a few autonomous tables. It is unlikely to have the whole class playing the same game all together. Well… it is always possible to design a game by oneself. How? This question will be answered in another part of our handbook. The matter looks a bit different for locationbased training games or the digital ones (computer, console, mobile, etc.).

Illustration 5. A map for an educational location-based game SztukMistrzowie z Krakowa Source: Tischner European University in Kraków.

4.2.2

Costs (and benefits) –

location-based games

When it comes to the sources of locationbased games and their costs, it is similar to the case of board games: using ready-made, free scenarios (a few of those in a further part of this handbook), purchasing a ready-made game from the offer of training/event companies, placing an order for a dedicated game and of course designing one’s own game. In the case of location-based games there are so many variables conditioning their cost that it is hard to propose a believable financial forecast. It is possible to design and conduct a locationbased game for more than 100 participants with the budget 200 zł (+ lots of time, + lost of family and friends support, + stress unlimited; but sometimes at school or an NGO we cannot avoid it). It is also possible – and justified – to prepare and conduct a game for 70,000 zł for the same number of participants. The factors that influence the game are, a.o., its topic, objectives, length, location, the number of participants and of staff, rewards, new technologies applied (e.g. dedicated mobile app), challenge types (e.g. an obstacle course for a bike or for a tank?), the props for the participants and/or the staff, the time for the preparation of the game. In the case of ready location-based games available in the commercial offer of companies that organise them, the cost per single player varies between 19 and 99 zł (equivalent to warehouse board

www.wse.krakow.pl

15 games); however, the estimation of their didactic value remains an open question. In the case of location-based games, additional costs to be estimated are of course the time for content consultations and the fee for the evaluation trainer. If the game is to be owned by the organisation and be repeatable (e.g. as an element of recruitment process or as an annual game), each time we need to remember about the event coordination costs (person, time, work), the game staff, and buying/ supplementing the props.

4.2.3

Costs (and benefits) – digital games

Digital games remain the most costly (computer games online and offline, console, mobile). As of 2014, the price ceiling is set by Destiny, an Activision studio production: its budget is 500 million dollars (almost doubles any top-budget movie in the whole history of cinematography). OK, it’s not a didactic game but an entertainment one, but the sum makes one realise the range (by way of comparison, Witcher 3: Wild Hunt cost c. 100 mln zł). The bottom price, like in the case of location-based games, is difficult to estimate because of the many variables, but it can be assumed that with 25,000 zł we can start thinking about simple games for portable devices. More complex titles require c. 100,000 zł, and really challenging ones – 200–300,000 zł. We have to underline that these are all rough calculations based on assumptions (think about indie games, designed “overtime” and distributed

Illustration 6. A part of the administrative panel of a GBL computer-based negotiation educational game Matemaniak Source: www.matemaniak.pl (accessed: 01.12.2014).

for free, whose quality equals the commercial ones). Apart from the production costs we need to consider, e.g. the distribution costs, preparing packaging, the distribution platform (hosting, server). An important, although not very obvious cost is IT support, understood on the one hand as helpdesk and on the other, as developing subsequent versions. Digital games do not need to be designed to fit a concrete organisation. There is a wide variety of titles which were designed as training games for general use, and the titles for entertainment which work well as a didactic tool. Some of them are available for free (check out our suggestions), some are commercial – need a single payment or a subscription (for a number of games or for some time). Typical costs are as follows:

£ 27 zł – one-time access for one person for a gamified e-learning online course (topic: job interview); for 20 people: 540 zł; £ 29 zł – one box of an older version of Emergency – designed as an entertainment, but used, e.g. as part of the Internal Safety programme at the University of Information Technology and Management in Rzeszów; a newer version is 69 zł; for 20 people this makes 580 zł, or 1280 zł, but the purchase means owning the game; £ 60$ – single computer game for a fourplayer team, topic: marketing and management; for 20 people it makes 300$, i.e. slightly more than 1000 zł4. 4 All the costs are as of 01.12.2014.

www.wse.krakow.pl

16 EXPERIENCING

REFLECTING EXPERIENCING APPLYING GENERALISING REFLECTING EXPERIENCING APPLYING

Illustration 7. GENERALISING

Learning stages according to D. Kolb and their sequentiality

REFLECTING

Source: own source based on R. Gajewski, O stylach uczenia się i I-edukacji, „E-mentor” nr 4 (11)/2005; http://www.ementor.edu.pl/artykul/index/ numer/11/id/189 (accessed: 01.12.2014).

APPLYING GENERALISING

As can be seen, GBL implementation costs on a bigger scale vary widely not only among different game categories but also within the categories. Before making a decision it is good to weigh them against our real needs and objectives.

4.3 Benefits

high

It has been made obvious that games as educational tools require some expenditures.

arousal

w flo

A scheme illustrating the flow theory of Mihaly Csíkszentmihály Source: Wikipedia: wolna encyklopedia; http:// pl.wikipedia.org/wiki/ Przep%C5%82yw_% 28psychologia%29 (accessed: 01.12.2014).

worry

control

rel a

y ath

boredom

low

Illustration 8.

CHALLENGE LEVEL

xie

low

SKILL LEVEL

tio

Let’s now focus on profits, or rather benefits of using games in teaching. If we’ve chosen the game consciously and for the realization of specific didactic objectives, our benefit appears very early as more effective teaching. The case described in another section in this handbook is a good and tangible proof of the effect games have on education. Realising the same curriculum with the help of games, we are able to arrive at better results (understood as knowledge acquisition, skill development or attitude change more broadly or to a higher degree). It conforms to the theory and model of David A. Kolb. Very briefly, D.A. Kolb assumed that man (especially a grownup) learns best through personal experience, and then, in relation to their earlier experiences, draws conclusions and builds reflections, as a result creating rules or general laws about the reality (i.e. phenomena, activities, events or processes similar to those which were the subject of the experience). These rules are checked against everyday practice, which forms new experiences, initiating another Kolb cycle5.

high 5 Wikipedia: Wolna encyklopedia; http://pl.wikipedia.org/ wiki/David_A._Kolb (accessed: 01.12.2014).

www.wse.krakow.pl

Illustration 9. Simulation of team management in the sale processes, based on Lejek Sprzedaży training game Source: courtesy of MindLab Games.

The next benefit is an opportunity to test

oneself and the game-simulated processes safely and painlessly for the organisation.

Usually the aviation branch’s experience is mentioned at this point: first a simulator, then a real machine, which minimises the costly learning on own mistakes and the risk it generates for an organisation. A clear benefit is also the fact that well-designed games allow to reach the flow state, which – according to the theory by a Hungarian, Mihaly Csíkszentmihály – is characterised by focusing on the task (game), maximum involvement in its effective completion, with the full use of one’s potential. At the same time, acting in flow makes us less aware of the passage of time, less in control of our behaviour on the level of self-awareness and the decisions we make lose the burden of stress, anxieties or fear of failure. So, the character and form of the challenge (e.g. a game), makes us act on the verge of euphoria, enthusiasm and satisfaction. Using games in education allows for generating people fully involved in the didactic process and learning with pleasure – tempting, is it not? Common histories and memories connected with participating in the game, resulting in building a community, can also be counted as a benefit. Especially that in the case of subtle educational forms, like games, participants do not have the feeling that they are being – in an artificial, boring and embarrassing manner – integrated; it sort of happens by itself.

The taste of novelty and innovation in education, experienced by the participants of the course, will no doubt improve the image of a modern and learning organisation, that is, utilizing the top marketing and content solutions. It is not a rule, but it often happens that a substantial benefit of the organisation implementing the game in the system of its staff’s development is high cost efficiency. The favourable conditions for it are: repeatability of trainings, a lot of trainings from one domain, a big number of the organisation staff, moderate price of the purchase/production of the game, the didactic objective of the game connected with the key processes of the organisation, which condition its development (sale? customer service? negotiations? creating innovative solutions?), highly re-playable game (acting on the player in the same manner each time it is played).

4.4 Does Game-Based Learning pay off, in the end? Who would play games, anyway? In general, the answer is: yes, it pays off. The trainers and teachers (also academic teachers) who had the opportunity to use games in didactic processes, agree: games are now the most engaging educational tools, and their right choice guarantees high learning efficiency. If we do not commit grave errors and make irrational

www.wse.krakow.pl

Illustration 10. Wulkan – game about trust (and to be trusted) Source: courtesy of Experience Corner.

decisions while choosing or designing a game for our organisation, the developmental arsenal of the organisation will be strengthened. Just to make sure, let’s check who are the players choosing developmental games – board games as well as computer games. Let’s look at them through the prism of organisation, rather than individual players, or even more broadly: through the prism of the economic sector. This will enable us to see the link between efficiency and use: if something is not efficient, it is simply dropped. So, let’s have a look at the use companies and organisations make of developmental games. On the basis of information available on the Internet, we can name, a.o., (alphabetically): Alior Bank, Avon, Bahlsen, Bank BGŻ, Bank Zachodni WBK, BASF Polska, BP Polska, BPH S.A, BRE Bank, Carlsberg, CITI Handlowy, Coca Cola, Credit Suisse, Cyfrowy Polsat, Danone, Decathlon, Dr Irena Eris, Ericsson, Generali Group, Getin Bank, GlaxoSmithKline, Grupa Żywiec, Impel, Jeronimo Martins Polska, KAI Info, Komputronik, Liberty Direct, Lotos, MAN Polska, Mattel,

In 2008 scientists from MIT presented to the Congress the effects of research in the efficiency of gaming as a promotional tool in the US Army. In the target group of 16–24 year olds game AA turned out to be more effective than all other draft forms. Source: Game Politics; http://gamepolitics.com/2009/11/17/america%E2%80%99s-army-extremely-effective-recruitment-tool#.VIjIdXvjXm4 (accessed: 01.12.2014).

Microsoft, Millenium Bank, Nestle, Netia, Nokia, Nordea, Orange Polska, Plus GSM, RTV Euro AGD, Rzeczpospolita, Santander, SEAT, Siemens, T-Mobile, Tchibo, Telekomunikacja Polska, TU Link4 SA, TVN, UBS, UPC, UPS, Wolters Kluwer. Impressive, huh? So it is. Especially when we realise that it is only a humble piece of the gamified reality. So, let’s have a complementary list of Polish universities using training games. It needs to be underlined that the list is not full. Koźmiński University, National Defence University, Warsaw University of Life Sciences, University of Social Sciences and Humanities, Łazarski University, University of Economics in Katowice, Adam Mickiewicz University in Poznań, Jagiellonian University, Kazimierz Wielki University in Bydgoszcz, University in Białystok, Warsaw University, WSB Schools of Banking in Poznań, School of Economics, Law and Medical Sciences in Kielce, Tischner European University in Kraków, University of Information Technology and Management in Rzeszów, University of Management and Administration in Zamość, The West Pomeranian Business School in Szczecin. Finishing this chapter, we have for you the very icing on the cake. America’s Army, which cost US Army over 32 millions of dollars, is currently known as a promotional draft tool, but also as

www.wse.krakow.pl

Check out M. DeLoura talking about his job and what three educational games he recommends: http://venturebeat. com/2013/10/29/ the-presidents-gaming-guy-tells-us-thatgames-fascinate-obama/

19 a training tool for the American soldiers. Mark DeLoura, an experienced “insider” of the White House and such companies as Sony, Nintendo or Google, is a Senior Advisor for Digital Media, and he works on the broader use of games to improve the functioning of the country (a.o. education, civil society support, etc.)! If the substantial developmental potential of games was picked up by a superpower of around 10 millions km2, 300 millions citizens, Gross Domestic Product of 16,8 trillions of dollars (2013), half a million of soldiers and 2150 nuclear warheads, why shouldn’t you see the light?

4.5 Advantages and disadvantages – summing up

Watch John Hunter teach game-based classes, where children tackle global problems: http://www.ted.com/ talks/john_hunter_ on_the_world_peace_ game#t-1086339

Illustration 11. Exciting time playing Prawa Konkurencji game – an opportunity for many invaluable reflections concerning building strategies and business models Source: courtesy of MindLab Games.

Games may turn out to be a waste of time from the point of view of an organisation only in two cases: if the game is badly designed (which may be diagnosed at the testing stage or before the purchase or delivery of the designed game) or if it was purchased/designed in an inadequate manner in relation to didactic objectives (which takes only minimum reflection on the part of the people in the organisation responsible for such investments). Didactic games have great developmental potential; it would be a grave error not to use it.

5 How to teach a gamebased course? If you are planning to use a didactic game, after deciding that a chosen title addresses the objectives of your classes, think of how you are going to achieve the best results: using the game at the beginning or at the end? Most of games leave you with this choice. Conducting the game during classes entails three main stages: rules introduction, playing the game and game evaluation. What do we need to know about them?

5.1 Rules introduction £ It’s obvious, but prepare: read the instruction, check the props carefully – make sure you know what serves what. If it is your personal debut as a trainer or as a didactic game moderator, perhaps it would be wise to conduct it first in a familiar environment (family, friends, colleagues, etc.). £ If the game has a defined plot, you should start with explaining it. During the presentation of complex rules, such a plot introduction really helps. £ In general: from generalities to details.

www.wse.krakow.pl

20 £ Tell them what are the conditions and criteria for winning the game. £ If there are many rules, make it clear to the players at the beginning, and reassure them that they will manage. £ Speak loud and clear; avoid embellishments. £ Be as brief and to the point as possible. When the players learn they are to play a game, they want to play, not to listen to the moderator. £ Point to the props as you refer to them and describe how you are going to use them. £ Explaining more difficult points of the instruction, visualise as often as necessary, e.g. move the pieces, read out a draw card, cast dice or pass a prop to one of the players. £ When you plan introducing the instruction, make sure you have some time to answer the players’ questions. They are bound to appear. £ Even if you agree with the players that they ask questions at the end, you may be asked during your presentation. Just note down the questions on the flip chart/whiteboard or in your notebook, and return to them at the end. £ If the game is rather difficult or you feel that the group may have problems with it, make the first two rounds warm-up, and only then play seriously, zeroing the points. £ Before you cast the first die, make sure everybody understands the rules.

5.2 The game £ During the game try not to influence its results – give the players a chance to make fully autonomous decisions, also radically erroneous and irrational. Not everybody has to win, and the game will not lose its didactic potential. If the game is to be a personal experience of an individual player, let it be so. £ Limit your intervening to the situations when the dynamics of the game slows down, if a player has a problem making a move (it may mean that s/he didn’t understand something or s/he doesn’t remember the rules) or if there is a conflict in the group. £ …and of course if somebody is playing against the rules – consciously or unconsciously. £ Observe the players – their decisions, behaviour, reactions to others, their relations.

These observations will be the basis for evaluation. Note down the most interesting or inspiring £ episodes of the game, both in the gamified world and in reality. £ Watch the very game, and treat each as a test. In this manner you will be able to improve the next games in terms of their mechanics or your behaviour as a moderator.

5.3 Game evaluation £ It’s the most important part of every didactic game. Even if it’s a computer game and the engine gives the player feedback in real time, the most important, global conclusions, connected to the didactic objectives, are left for the very end. Their formulation is the role of the moderator. The evaluation may be shorter or longer, but it has to be done. £ It may be done in cascades (first the players discuss the game in their teams, based on the clues from the moderator, and only then you discuss it as a whole group) or it may be simple (done only as a whole group). The choice depends on the specificity of the game, the didactic objectives of the training and the decision of the moderator. £ If the game includes moderator’s sheet of questions, read them carefully beforehand to know how to use them in the discussion. £ Regardless of the ready questions, prepare yours – fully geared towards the concrete group and concrete objectives which you decided upon before the training. Here are some examples: What have we been learning during the £ game? What was the point of the game in your £ opinion? What has drawn your attention? £ What has resulted in your highest score £ in your opinion? What was the most difficult moment of £ the game for you? Describe your reactions to… £ What are, according to you, the most £ efficient strategies in the game? If you were playing again in the same £ group, to what degree would you modify your methods? How would you judge the ethics of £ the… (game mechanism)? (point to a morally ambiguous game element, if there are any)

www.wse.krakow.pl

21 Were there any stimulating/discouraging £ mechanisms or players’ actions influencing your moves? To what degree? What made the biggest impression on £ you? What surprised you? How do you transfer your understanding £ of the XY game event to your everyday activities?

£ Remember that when evaluating you can use the classical rule “from generalities to details”. Don’t forget that you can also use “from details to generalities”. Using one of these paths bear in mind didactic objectives of the training and consider which path will realise them better. £ A big part of the evaluation may be devoted to the moderator or the players talking about other people in the room, which provides a kind of feedback. It’s good to forewarn the players how to give feedback (e.g. refer directly to the addressee, communicate only useful things, omit those that are useful only to the sender, the addressee may not be interested – it needs to be respected, feedback is a group of messages of positive and negative content, the utterance should be as constructive and factual as possible). £ Inspire to connect the game with the players’ experience (remember about the adult learners’ profile, according to Kolb). £ If the players have difficulties, help them to transpose the game situations to concrete reflections and conclusions relating to the reality (Kolb again). £ It is also your responsibility to inspire the players to theorise and to build up new knowledge, which may be used in the real world (Kolb for the third time). £ As a moderator, you have the last word. Prepare the main theses for evaluation before, but be watchful and supplant them with the ones generated by the group, if it helps your teaching objectives. Even if you don’t like it much (perhaps especially then). £ Summing up: GBL will make sense only if you prepare for the game, you are able to moderate it, but most of all, if you are able to evaluate it adequately.

6 Games in practice – two case studies The following part will concern other people’s adventures with games. Read the case studies and enjoy!

6.1 Failure in the whole group! Janusz was working as a CEO of a Polish department of a global corporation. He was a master of management, an expert in strategic development and knew a great deal about blues. At the same time, he participated in many different initiatives, a.o. to get a doctor’s degree or conduct classes in WSBiI University in Wrocław. The university had been cooperating with Janusz for years – he received favourable reports from students, had imposing business experience and was able to share it with his listeners. One September morning Janusz received a call from Grzegorz, who worked at the university as a director of Development Office. They’d known each other for many years, and developed a respectful friendship. This time Grzegorz was calling as a TA of a new specialization of studies to be opened at WSBiI in a month’s time. It was a peculiar experiment, because it connected European studies, English philology and project management. Janusz had known since May that he would have classes for this specialization, but this time Grzegorz was calling him with a big challenge: Janusz was to use one of the university’s didactic games during his first or last class. For a long time, Janusz – despite his openness to new solutions – had been ignoring the existence of training games as educational tools. Because of his multiple engagements, he hadn’t found time for time-consuming experiments with gaming. He was sure that his teaching methods, employed at WSBiI, are effective. The suggestion of Grzegorz did not make him enthusiastic, to say the least. The conversation was taking time, and it was clear for Janusz that he was obliged to conduct the game as a part of his course. Somewhat downhearted, he finally agreed and decided to prepare for the game.

www.wse.krakow.pl

22 A week before the beginning of the academic year Janusz had already chosen one of several university games, which would match his course (Management in Business) and which seemed easy enough for a game debut. It was a board game in which players work in teams, and the whole thing – together with evaluation – lasts 3 didactic hours. Janusz decided to begin the course with the game and on the basis of the game experiences build the whole didactic process. If it didn’t work out, he had a traditional programme prepared. He would not risk destroying the term with a maybe badly conducted game. At the beginning of October, after the first gamified classes, Janusz entered Grzegorz’s office to share his impressions. It could be seen that something had happened. “Hello,” Grzegorz welcomed his guest. “How’s classes? How do you find the game?” “Don’t even mention it!” Janusz raised his voice. “The game itself is nice enough, but no one has been interested in business, entrepreneurships or company management before. No experience, which does not surprise me. The beginning of the classes was a hard graft; then we played the game. The results: terrifyingly low scores in both student groups; they failed so badly that I’d say that technically all of them were losers!” Bad for me, thought Grzegorz. I should have expected that. Making Janusz play the game during the classes is an example of “the best is the enemy of the good”. “I can sum up the classes with only one word,” continued Janusz. “Success! Maybe not a full success, I’ve had more spectacular, but one from the top shelf.” “I beg your pardon?” Grzegorz was completely surprised. “Slowly, now. The game was in English, because a part of the studies is in English, and the students at recruitment had confirmed high language competence. They were working in teams. During the game they made decisions concerning key business processes. How did it go? They didn’t understand half of the professional terms in English, they made bad decisions – even the obvious ones, they didn’t know how to manage the team and wasted

a lot of time. So, in a word, the students failed miserably.” “I still do not understand,” said Grzegorz, although he suspected where the conversation was going. “Well, this is not their fault or their problem. Nobody has taught them before… Who would, anyway? They came here to learn how to manage projects in Brussels, Berlin or Paris. I think we’ve just saved a lot of time and frustration, because the game allowed us to diagnose the problem areas in students’ practice. I can just modify the content of my classes, English classes, and maybe Andrzej’s and Grażyna’s courses, which should not take much effort. So, the students will not get only what we thought they need, but what they really need. Awesome! But it’s not the end. As I’ve mentioned, they haven’t had much contact with entrepreneurship and business, and were it not for the game, I would realise during second or third classes that most of the concepts of my course and its terminology is completely unclear for them. What’s worse: they wouldn’t be even able to ask questions. Here comes yet another success of the game: during 3 hours of playing we created more shared experience than they’ve had on all the previous levels of education.” “But you’ve just said that the group’s results were disastrous,” Grzegorz came back to the problem Janusz mentioned earlier. “Precisely! But their miserable score and the whole process they went through before they failed is a real experience and a treasure trove of topics for the classes till the end of the year. Now I will not have to make a theoretical explanation of what networking is, because they experienced it by themselves. They will not look at optimising the costs through the prism of headlines in tabloids with junk agreements horror in bold. They will see how costs are really located in the strategic development of a company. I will not have to explain why sometimes, bearing profits in mind, it pays off better to manage a low-cost, a bit shabby hostel than a 4-star hotel. Distribution and logistics will not be discussed on the basis of the coursebook, but on the basis of how they managed their company in the game.” “Have you become a game fanatic?”

www.wse.krakow.pl

23 “No, not yet. Games are not a philosopher’s stone. Nice from time to time, but let’s not overuse them.” “That’s right. But if you’d like to experiment a bit more with the training games that the university has in its resources, just let me know.” “And this is also one of the reasons I’ve come to you. Look, I need to organise a training for several executives from my company in the field of task delegation. On the list of the available games I’ve found two devoted to this issue. I think that there might be some space for cooperation here…”

6.2 High school nobility don’t learn – the nobility LARP Michał’s idea for a research project was simple – to check how LARPs influence knowledge development. Their impact on the change of attitudes and the development of soft skills has been proven before by Polish and foreign scientists. Michał’s focus was on the degree to which LARPs contribute to the retaining of knowledge, in this case – the knowledge of history. So, with a group of colleagues and fellowresearchers, he prepared a non-linear research project for several months whose main activity was playing LARP games. The plan was to engage history teachers from high schools, which brought the first unexpected result. The open invitation that the research team sent via email to numerous schools remained practically unanswered. So, what was left was the only trustworthy means of communication: the grapevine. Unofficial recruitment brought the desired result: Michał’s team was joined by two comprehensive high schools from Bydgoszcz (second grade) and one from Łochów (first grade). The project could begin, and the final number of participants was 237, including 107 students playing LARPs and 130 control students. The classes were divided into two categories: LARPs – the ones utilizing the role-playing games in the didactic process, and control – those that used traditional methods. Both

categories were doing the same material within the same teaching curriculum, etc. There were 4 LARPs (A-D) and 6 controls (A-D3), paired and marked with letters (exception: the school in Łochów with one LARP D and three controls D-1, D-2, D-3). The research assumed that in the experimental classes roughly once a month there would be a double-time history lesson (2 x 45 min) utilizing LARP, and in the control classes there would be lessons based on standard didactic methods. Week after the lessons there were 15-min tests in parallel classes, in the same form of 12 questions. The grading per each question was: 0, 0.5 or 1 point, and final results were presented as percentages. The test was repeated a month after the classes. Additionally, the project included an evaluative poll at the end of the school year. In this manner Michał’s team ensured the comparability of the results and quantitative and qualitative data for the analysis of the experiment, which was to answer the main question: do students taught with LARPs acquire knowledge better, worse or in a comparable degree to the traditionallyconducted methods? So, what were the results of the scientific experiment of Michał’s research team? The Bydgoszcz classes provided an unambiguous answer: LARPs can serve the aim of developing soft skills and shaping attitudes, which has been proven before, but also that of extending one’s knowledge. What is more, as a didactic tool LARPs proved to be more effective than standard solutions. The table created by Michał makes clear that the Bydgoszcz LARPs had better results then the control classes, both in short-term perspective (one week after the lessons), and long-term perspective (a month after the lessons). The difference in the test results to the advantage of LARPing students was 16,5% to 41%. See the Illustration 12 for the graph presenting the relation between separate Bydgoszcz classes. The experiment in Łochów turned out to be more difficult to interpret. The variables like the rhythm of curriculum realization, the marked difference in ability of the classes, etc., make harder not only the interpretation, but also the comparison with the Bydgoszcz experiment.

www.wse.krakow.pl

Table 2. The results of the tests in LARPs and controls Source: M. Mochocki, Teatralne gry fabularne (LARP-y) na lekcjach historii – raport z badań, „Homo Ludens” nr 1(4) 2012.

T EST 1 (C A . 7 DAYS AFT E R L AR P )

T EST 2 (C A . 3 0 DAYS AFT E R L A RP )

75,5% (30 students)

81,6% (29)

CONTROL A (VI LO Bydgoszcz, G. Śliwiński)

–*

50% (24)

LARP B (III LO Bydgoszcz, K. Kozłowski)

66,8 (28)

60,2% (27)

CONTROL B (III LO Bydgoszcz, K. Kozłowski)

25,8% (21)

22,9% (22)

LARP C (VI LO Bydgoszcz, G. Śliwiński)

72,5/85% (36/33)**

52,5% (25)

CONTROL C (VI LO Bydgoszcz, G. Śliwiński)

45% (28)

36% (22)

LARP D (LO Łochów, J. Szeja)

69,1% (24)

73,4% (21)

CONTROL D–1 (LO Łochów, W. Laskowski)

70,7% (25)

65,3% (24)

CONTROL D–2 (LO Łochów, W. Laskowski)

65,9% (23)

–*

CONTROL D–3 (LO Łochów, W. Laskowski)

72,22% (33)

90,5% (28)

C L A SS

LARP A (VI LO Bydgoszcz, N. Powel)

* The parallel test in control class did not take place, hence lack of results. ** Three students returned the test with no answer and no name on it. If we count them in (as 0 points) the result of the class is 72,5%, otherwise the result is 85%.

90 80 70

75,5

controls 66,8

60 50

Illustration 12. The results of the tests in LARPs and controls – Bydgoszcz Source: M. Mochocki, Teatralne gry fabularne (LARP-y) na lekcjach historii – raport z badań, „Homo Ludens” nr 1(4) 2012.

LARPs

81,6

52,5

50,2

30 25,8

22,9

10 0

0 Larp A test 1

Larp A test 2

Larp B test 1

It is also worth underlining that LARPs were evaluated positively by the students, who declared interest in more classes in that formula. Some time later the games were repeated in Trójmiasto, Poznań and Myślenice. All of the Wariant północny games were successful and brought students enormous satisfaction. So, what were the students actually doing?

Larp B test 2

Larp C test 1

Larp C test 2

Wariant północny is a LARP within Michał’s research project. The plot is based on the events in Poland, in the II half of the 17th century (1667). The students were playing the nobility and magnates, mostly historical, but sometimes – for the organisational purposes – fictional ones were also introduced (and clearly marked as such). The game nobility, divided into historical factions, were realising their tasks and plotting, within the realia of the epoch.

www.wse.krakow.pl

7 Where to find more information? If you need more information on the GBL, we recommend the following:

7.1 Additional knowledge

Illustration 13.

Boardgame Geek – http://boardgamegeek.com

Jan Leszczyński – in Wariant północny one of the characters of games and negotiations

Digital Games Research Association – http:// www.digra.org

Source: Wikipedia: Wolna encyklopedia; http:// pl.wikipedia.org/wiki/Jan_ Leszczy%C5%84ski (accessed: 01.12.2014).

Developments in Business Simulation and Experiential Learning – https://journals.tdl.org/ absel/index.php/absel/index How did they know how to behave? Each of the players and each faction received basic information before the game, thanks to which every player could understand the context and the aim to realise. So the students, not being LARP professionals or history enthusiasts, had equal chances. Having finished the project, Michał could only say: “I knew it!”. As a participant and a designer of innumerable games in various forms, he had been convinced about the developmental power of games. And now he had an empirical proof that described in quantitative and qualitative terms a bit of game-education reality that surrounds us. The above case study was based on the research project of Michał Mochocki, Ph.D. from Kazimierz Wielki University in Bydgoszcz. The websites http://ptbg.org.pl/HomoLudens/vol/1/ (project preparation) and http://ptbg.org.pl/ HomoLudens/vol/4/ (research report) provide information on, among others, the organisation of such projects, LARP design, and discuss why Krajowe Ramy Kwalifikacji are only timeconsuming red tape. The table and the graph in the above case study are sourced from the abovementioned articles of Mochocki, Ph.D., esp. the second one, called “Teatralne gry fabularne (LARP-y) na lekcjach historii – raport z badań” published in Homo Ludens journal No 1(4)2012.

Edutopia; A Guide to Games-Based Learning – http://www.edutopia.org/blog/guide-to-gamebased-learning-vicki-davis Polskie Towarzystwo Badania Gier – http://ptbg. org.pl PSFK Future of Gaming Report – http://www. slideshare.net/PSFK/future-of-gaming?from=ss_ embed

7.2 Interesting manuals Grywalizacja. Zrób to sam! – http:// grywalizujemy.pl/o-publikacji/ Włącz się do gry. Jak zorganizować grę miejską? Pakiet dla szkół – http://www.pah. org.pl/m/1307/W%C5%82%C4%85cz%20 si%C4%99%20do%20gry.%20Jak%20 zorganizowa%C4%87%20gr%C4%99%20 miejsk%C4%85%3F%20Pakiet%20dla%20 szk%C3%B3%C5%82.zip Włącz się do gry. Jak zorganizować grę miejską? Pakiet dla organizacji pozarządowych – http://www.pah.org. pl/m/1307/W%C5%82%C4%85cz%20 si%C4%99%20do%20gry.%20Jak%20 zorganizowa%C4%87%20gr%C4%99%20 miejsk%C4%85%3F%20Pakiet%20dla%20 szk%C3%B3%C5%82.zip

www.wse.krakow.pl

The main academic associations and professional organisations connected to simulations and “serious” games are: PTBG – Polskie Towarzystwo Badania Gier (Games Research Association of Poland) ABSEL – Association of Business Simulation and Experiential Learning ISAGA – International Simulation and Gaming Association JASAG – Japan Association of Simulation and Gaming NASAGA – North American Simulation and Gaming Association SAGANET – Simulation and Gaming Association – The Netherlands SAGSAGA – Swiss Austrian German Simulation and Gaming Association

Glasstap: enabling trainers; Team Building Games – http://www.glasstap.com/trainerslibrary/category_docs_auto.aspx?area=6 Glasstap: enabling trainers; HR Course Modules – http://www.glasstap.com/trainerslibrary/category_docs.aspx?id=39&area=2 Free Energisers, Icebreakers, Training Games & Resources – http://www.trainerbubble.com/energisers.aspx

SIETAR-USA – Society for Intercultural Education, Training and Research – USA

LARP Base – http://larpbase.pl/

SSSG – Social Simulation and Serious Games

Lego Serious Play – http://www.lego.com/pl-pl/seriousplay/

SSAGSg or SSGS – Society of Simulation and Gaming of Singapore APSSA – Asia-Pacific Social Simulation Association EUROSIM – Federation of European Simulation Societies DiGRA – Digital Games Research Association ORS – Operational Research Society OzSAGA – Australian Simulation and Games Association SAGSET – Society for the Advancement of Games and Simulations in Education and Training SCS – Society for Computer Simulation SIGIS – Società Italiana dei Giochi di Simulazione SIGSIM – ACM Special Interest Group on Simulation

7.3 Worthwhile games The following didactic and training games are radically varied: from research team management, through commanding 303 Fighter Squadron, to programming, and deserve recommendation.

GQS; Software Engineering and Management Education – http://www.gqs.ufsc.br/software-engineering-education/ Gra Królestwo Ubó – http://www.pah.org.pl/m/3852/ Kr%C3%B3lestwo%20UB%C3%93.zip Growingame; Rozmowa kwalifikacyjna: Kierownik zespołu sprzedażowego (demo) – http://www. growingame.com/games/ Instytut Pamięci Narodowej; Bitwa o Wielką Brytanię – http://pamiec.pl/ftp/303/index.php Instytut Pamięci Narodowej; Awans. Zostań Marszałkiem Polski – http://www.brandmade.pl/preview/ ipn/awans/ Instytut Pamięci Narodowej; Pamięć ’39 – http:// www.1wrzesnia39.pl/ftp/1wrzesnia39/memo/ index.php Mega-List of 2000+ Free Online Descriptions of Games to Play with Groups – http://www.wilderdom. com/games/index2.html

About Education; Top Ice Breaker Games for Adults – http://adulted.about.com/od/icebreakers/tp/ toptenicebreakers.htm

Merchants Bank; Online Financial Literacy Games – http://www.mbvt.com/assets/documents/uploads/Online_Financial_Games_List.pdf

About money; Ice Breakers, Energizers, and Activities – http://humanresources.about.com/od/icebreakers/

Muzeum Historii Polski; gry multimedialne – http:// www.muzhp.pl/multimedia/gry-multimedialne

Akademia Orange; gry miejskie na licencji Creative Commons – http://www.akademiaorange.pl/ show/all/all/gra_miejska/all/all/0/ Andrew Gibbons; Free downloads on management skills and organisational topics – http://www. andrewgibbons.co.uk/free-resources/ Business Balls; free team building and activities listing – http://www.businessballs.com/teambuildinggames.htm Chore Wars – http://www.chorewars.com/ Code Combat – http://codecombat.com/ DragonBox Elements – http://www.dragonboxapp. com/ EnerCities – http://www.enercities.eu/ Exer; gra „Zarządzanie projektem unijnym” – http:// www.exer.com.pl/

Wojewódzka Biblioteka Publiczna i Centrum Animacji Kultury w Poznaniu; Odkrywcy Internetu – http:// wbp.poznan.ekursy.eu/course/view.php?id=27 Octigo; Symulacja projektu EVM – http://octigo.pl/ inne-produkty/symulacja-projektu-evm/ Narodowy Bank Polski; Portal Edukacji Ekonomicznej; gry ekonomiczne – http://www.nbportal.pl/ rozrywka PM Game – http://pmgame.net/game/pmgame Polska Agencja Rozwoju Przedsiębiorczości; Gry szkoleniowe, psychozabawy i prezentacje – http:// www.akademiaparp.gov.pl/rozrywka-i-wiedza. html. Polskie Towarzystwo Badania Gier; Homo Ludens; Gry kooperacyjne na zajęciach języka obcego dla przedszkolaków – http://ptbg.org.pl/HomoLudens/bib/161/ Purposeful Games for Social Change – http://purposefulgames.info/

www.wse.krakow.pl

Trivia: games are used in other scientific disciplines as a supportive tool for research. An inspiring example is the game http://fold.it/ portal/

27 Serious Game Classification – http://serious.gameclassification.com/EN/games/index.html

It has to be realised that:

Talent Game; gra Tajemnice Akropolis – http://www. talentgame.pl/

£ games are a serious subject of research, £ solid knowledge on the influence of

Team Building Games – http://www.teambuildingportal.com/games

various games on changes is growing and is systematically implemented in business reality (training, management, HR, production, advertising, crowdsourcing, etc.), £ games are used for development in all sectors: from business, through administration, to NGOs, £ in the military they have many centuries of tradition as training tools, £ they can form the core of a youth movement and ensure its lasting character and development for over 100 years (scouting) £ games can effectively support rehabilitation in hospitals, £ they are definitely not for children only, as an average player, depending on the type of game, is 30–40 years old, £ in game culture there is equal participation of women and men (differing in the choices of the games, swaying this or other side), £ nobody has proven as yet that games increase violence in the real world, £ there appear research results on the beneficial influence of games on the development of various features (fast decision-making, the cooperation ability, creativity, management of big structures, etc.), £ avoiding games or their limited and biased implementation in didactic activities appears to be a mistake,

That PM Game – http://thatpmgame.com/ Thiagi; Training Games – http://www.thiagi.com/ games.html Trainerbase: the perfect place for trainers – http:// www.trainerbase.co.uk/freedownloads Training course material; Free Games & Activities – http://www.trainingcoursematerial.com/freegames-activities Training Resources and Articles on Games – http:// www.skillsconverged.com/FreeTrainingMaterials/ tabid/258/articleType/CategoryView/categoryId/95/Games.aspx.html Ultimate Camp Resources; Team Building Games and Initiatives – http://www.ultimatecampresource. com/site/camp-activities/team-building-games-and-initiatives.page-1.html

8 Instead of a summary We live in the times of a big change of the role and place of games in the reality that surrounds us. Although media rarely mention games without stereotyping them (pimpled teenagers as players, violence and crime as the main motif, a form of simple/primitive entertainment), there is a growing social understanding of the fact that in the 21st century games and their users will be the catalysts of development. Games have become a subject of science (ludology) and arouse the interest of experts. They cooperate in many associations, broaden the understanding of the influence of games on people, or even use games in their research.

So, let’s develop games. Let’s develop through games.

www.wse.krakow.pl

II. Designing board games for training Łukasz LESZCZYŃSKI

To provide some practical background to our – hopefully, understandable – awe at gamification, we invite you to read this chapter of our handbook, dealing with the design of board games for training. Will it help you to design your own gaming solutions? Sure, yes… …and no. YES, because you need to start with something, like with every new activity, and limit learning on mistakes to minimum, especially that you’re going to read about some interesting details, standards or tools, connected with game design. So, it’s worth reading. NO, because to really learn to design games takes practice: blood, sweat and tears. The minimum we mentioned before is actually heaps of individual work, attempts, trials and errors. But still, it’s worth reading. Concluding: read the following, and start designing as soon as possible. Before you undertake the hardships of design, make sure it pays off. If you have even the faintest idea what you need the game for, check if the tool you need is not already on the market. For starters, have a look at the list of games prepared by us in another chapter, the offers of training companies, board game producers and of course Boardgamegeek. Make sure that your designing of a new game will be more

advantageous than even high costs of purchase. (We hope for your answer: “I’ll make it anyway!” in most of the cases. World needs new good games). The easiest to design is a board game (warning: easiest =/ easy). This is why this part of the handbook focuses on board games. However, using your imagination, flexibility, sense of humour and determination, you can use the instructions to design any type of game, especially non-computer one: card, large format, playground or war game. First things first…

1 Developmental aims As far as aims are concerned, you should treat a didactic, educational or training game as any other didactic tool. So it should be designed to realise precisely defined objectives. The work on design should start from delineating them. The method for doing this is outside the range of this publication; we encourage you to reach for the literature of the subject in the realm of methodology of teaching/training, pedagogy or andragogy. It needs to be remembered that SMART criteria could be of use, and that you’ll find helpful such verbs as “know”, “be able to”, “can”, “understand”. The developmental aims, in other words, have to be extremely precise and relate to concrete developmental domains: knowledge, skills, attitudes, social competences.

www.wse.krakow.pl

29 While planning the aims, take into account the advantages and disadvantages of games as tools and their potential and limitations. In short: games are an excellent developmental tool, but they are not the answer to all the problems in the world. Maybe meeting your objectives does not necessitate gaming? Maybe a lecture, training activities or case study would be more effective? Defining the aims for the players, remember that the next thing you’ll be doing is establishing organisational boundary conditions. Consider both aspects carefully because at some point it may turn out that you simply cannot meet your goals. You should return to your list of objectives as often as possible in the course of designing. Why? Because when you get involved in choosing board colours, sketching the characters and calculating modifiers, you may forget what they are supposed to serve.

2 Organisational framework The next step in game design is defining the boundaries, mostly organisational, but also content, time and workshop, into which the game is inscribed. While doing this, you need to consider a couple of basic issues.

2.1 Who will be your players and instructors? Think who will be the target recipient, that is, who will be the player and who the moderator. Make sure it’s not wishful thinking, but that it’s based on concretes. Consider such features of the target groups as, e.g. age, sex, education, membership in organisations or informal associations, playing context, communication tools (smartphones? social media? messengers?) and all other categories you’ll think important. The better you define the potential recipients of the game, the higher the chance that the game will not land in the sock drawer.

Illustration 14. Equilibrium board evolving Source: Tischner European University in Kraków.

www.wse.krakow.pl

Illustration 15. A player position in the Equilibrium training game Source: Tischner European University in Kraków.

2.2 How will your players be positioned at the board? Since we are talking about people, plan the minimum and maximum number of players. Remember the context: if, e.g. your university has a lab group of 24 people, you should think in these terms… unless you’re planning a game for lectures (a standard group of 100 people) or language labs (12 people). And what if you’re tempted to prepare a game for smaller teams? In this case you should simply plan making a few copies of the game, to make it available to all in bigger groups. However, it implies an important limitation: if in one room we have 2, 3 or 4 tables for playing simultaneously, there shouldn’t be any conflicts (so, e.g. planning negotiation mechanisms will not be the best solution; firstly: because there will be no space for plotting, and secondly: there is much risk of one team overhearing another and learning what they were not supposed to). The number of players in the group assumes the number of one game position. Does one position = one player? Or maybe it will be a team of 2, 3 or 4 people? How about changing the number of players during the game, from single player to multiplayer? All solutions have advantages and disadvantages, and only you, who know the whole context

and concept of the game, decide about their importance and significance. A single-player position obviously results in full involvement and maximum satisfaction, but it raises game production costs and makes the game longer. Double- or multiplayer position does not ensure equal involvement of the members of the team (there may even be players who will spoil the game on purpose), but it allows to assume that all teams know the rules, nobody misses their turn, the actions will be thought-over, and the game will develop additional competences of cooperation, communication and working out compromises.

2.3 How will the game be conducted? Now, think about the game staff: do you need only one moderator or many? If many, are they all of equal status, or will there be one moderator with assistants?

2.4 How and when? Think about the conditions for the game. Will it be played during lessons at school, or a student club meeting, indoors or outdoors? Is the game tied to a concrete place, can it be played while

www.wse.krakow.pl

31 travelling, is it designed only for friends? Does the game need special infrastructure, or can we use, e.g. the original classroom equipment? Will the original environment of, e.g. a university lab, not spoil the game (the arrangement of chairs disabling groupwork, the lack of tables or their inappropriate size, the lack of Internet connection, etc.)? At this point you can consider the place and form of playing the game. Later on, it will make easier to decide if the game should be located in some typical box or a suitcase, a sack, a tube, a bag, a rucksack or some other type of casing.

2.5 Time How long should the game take? Run prognostics for the length of three main stages of educational game: rules introduction, the game itself and its evaluation. If there’s some out-of-the-box solutions on your mind (e.g. beginning the game at player’s home, flipped classroom-style, solving the riddle from the game on the basis of materials the players can find only after the classes, etc.), try to estimate the time boundaries for all additional tasks of this sort. Think about timing in broader context you’ve defined before, while considering the aim, the target group and the conditions for playing. Example: if you’re planning a game for playing at school, consider that lesson time is 45 min per one unit (usually less than that because of, e.g. checking the register, etc.). If the game is to be used as a training tool during integration trips in companies, take into

Illustration 16. Wspólna Waluta at first seems to focus on negotiations between imaginary countries. But in reality it’s not so simple Source: Courtesy of Experience Corner.

account that the perception of players will be high only during the first day of the trip, etc. Time may sometimes be difficult to determine precisely, so just plan between minimum and maximum duration.

2.6 Re-playability This feature of the game makes clear how many times the same player can re-use the game. Some points of the game by their very conception are to be played once only (because, e.g. there comes an unexpected climax, and it influences the developmental aims of the game), and there are such points in which every game allows you to improve your result or try out other paths to win. What will your game be like?

3 The general conception This is the most interesting moment of game design, being at the same time much amorphous. It’s a very creative process which would be difficult to bullet point or chart. It’s now that you have to come up with the general idea of the game and at least make a draft of the game world. Will the game realise the objectives better if it is a simulation or a metaphor? An example of a simulation can be a game in which the player is the manager of a project team (in the game), and the game simulates the realization of some project. The player as a manager has to finalise the project with the

www.wse.krakow.pl

For example, if we were working, say, on a game for the leaders of NGOs to develop their volunteers management competence: an example of rewarded behaviours would be “supporting the development of a volunteer through trainings, inspiring tasks, relegating responsibilities”,

a neutral behaviour would be, e.g. “joining the NGO cooperative network”,

a negative behaviour would be “temporary overloading of a volunteer” (additionally, we could determine that the first overload would cost -0,5 pt, the next 1 pt, the third 2 pts, the fourth 4 pts, etc. In this manner we would reflect the burnout process, and the real-life challenges: the situations calling for greater involvement happen in all, even the best managed organisations).

best result attainable. So, on the level of the plotline, everybody is sure from the start what is going on in the game and what its point is. In this case it is rather easy for the players to grasp their get-around, and it shows the value of the effort put in the detailed mechanics of the game, so that – like in a good movie – the players initially thinking they know everything could be surprised at a later stage. A metaphorical game is one in which, e.g. the players are gold diggers in the Wild West and they are trying to find and gather the greatest amount of gold, faster and more effectively than their competition. So the game world is highly fabularised and at first the game may seem purely entertaining. At the evaluation, though, it will turn out that the players developed their competences in delegating responsibilities, passing official orders, relegating responsibilities, envisioning actions coupled with tactic solutions. The clou of a metaphorical game is a well-designed reality model and crafty connection with the game mechanics. This is why in the course of the game the feeling of surprise grows and the players realise that it’s not really about the gold nuggets. Of course, it needs to be realised that didactic simulations are not better (or worse) in relation to metaphorical games. The difference lies in narration, so it depends on the author which to choose in their design. Some kind of clue can be the aforementioned objectives.

4 Mechanical aims This point could be rephrased as “who wins and why” and of course… “who loses”. Bearing in mind the defined developmental aims, we pass to the lower level and show what type of

behaviour the game mechanics will reward, which it will find neutral, and which it will punish. It is best to put down all these three categories in a coherent manner, because in the course of mechanics design we will return to them pretty often. The list of mechanical aims may not be complete at this stage – the next stages of game design may generate some other aims. However, the more of these are identified at this point, the better. It will make the work on the game mechanics easier.

5 Plot – the world of the game Once you define the aims your game is to serve, you can immerse in an extremely pleasurable task, that is defining the plot and the game world. As mentioned before, games can be simulations or metaphorical games, so the didactic content will be more or less obvious. Regardless of your choice as to the convention, the game will always be played in a very concrete scenery: in the space, on the board of a submarine, on an oil rig, in a shop, a bureau, etc. Now we invent the game world with its boundaries. We are limited only by our imagination and creativity… and to some degree by copyright. If we want to set our game in Harry Potter universe, we have to mind the procedures connected with copyright, to avoid plagiarising. But in general, not counting some clearly exceptional cases, we have leeway. In this case sky is no limit. An important and easily identified feature of a good game is its atmosphere. It does not equal fantastical plots, the point is to make it fun for the players and offer an interesting story. Then, the story, plot, illustrations, game rules, and above all the objectives (at the point of evaluation by the moderator), have to contribute to the coherence of the whole, not be simply a sum of components. Educational objectives well connected with the game plot is the first step to build its atmosphere.

www.wse.krakow.pl

Illustration 17. Special department agents fighting gangs in Kooperacja training game Source: courtesy of MindLab Games.

Inspirations – where to find the ideas for a plot? History, e.g. some chosen periods from the world or Polish history, the historical development of cities or regions, biographies of chosen historical figures (more or less known), historical processes, inventions, social/ethnic groups, organisations (European monarchs, Polish Tatars, convents, etc.), criminal mysteries of the past.

World literature classics, e.g. all mythologies, the Bible, Macbeth, Sherlock Holmes, 20 000 Leagues Under the Sea, Robinson Crusoe, Master and Margarita, The Jungle Book and many others.

Polish literature classics, e.g. Sienkiewicz’s Trilogy, Pan Tadeusz, The Doll, The Peasants, Homeless People, In Desert and Wilderness, The Frontier, The Coming Spring, and many many more. Contemporary classics, or almost classics, have to their advantage the vivid interest they arouse with their captivating and highly involving plots. However, you have to be wary here, because of the issues connected with the intellectual property and copyright. The adaptation of “The Game of Thrones”, “Harry Potter”, Marvel superheroes or Detective Comics comic books, the adventures of Profesor Gąbka, Eberhardt Mock thrillers, the adventures of Tytus, Romek and A’Tomek, would necessitate the contact with the owners of the respective copyrights, and agreeing on the rules of cooperation.

The same question applies to the use of films, which are a treasure trove for game ideas, especially when interpreting concrete productions. Why, even the titles send one’s imagination spinning (not plagiarising!): Star Wars, Pulp Fiction, Amélie, Psy, 12 Angry Men, Alien, The Penguins from Madagascar, Frozen, Blade Runner, The Magnificent Seven, and many many more.

Tales and legends (also urban legends). Well-known motifs and conventions, e.g. pirates, treasure seekers, summit climbers, pole explorers, space mission, zombie apocalypsis, round-the-world trip, detectives, aliens, firefighters, desert island, etc.

www.wse.krakow.pl

Illustration 18. Moving a company. In the meanwhile, team meetings, customer service, administration matters and guests… How to survive till the end of the week? The answer is: Kwestia czasu Source: courtesy of Experience Corner.

6 The detailed conception – modelling The essence of broadly understood developmental games is that they are rooted in a model of reality. Of course, a board game cannot aspire to be a model of the whole world (even in computer games, with much better technological backing, it is not always possible; the best we have are simulators for highly specialised staff, like pilots, drivers, rangers), but we have to make sure the model responds to the key points in the perspective of the defined developmental aims. Otherwise it may turn out that the game will not fulfill its didactic role, and also confuse the players, making the trainer – instead of commenting upon the content – explain the bugs in the game. The game model must be developed in cooperation with an expert (a team of experts) in the field or basing on the most recent research (science models, research, reports,

What is it all about? If, for example, the game will be about time management, it is advisable to do some careful study of the time management methods like The Pareto Principle, Eisenhower matrix, ABC analysis, but also to check if they are up-to-date with a trainer specialising in time management. At the same time you should have a look at publications dealing with management and check, e.g. what type of activities are most time-consuming for the administrative workers, which models and methods of management are criticised and for what, which are thought to be the less (or the most) effective, if there are any experimental, nonmainstream novelties (e.g. reposing on new technologies), etc.

statistics, etc.). Best – use both. This type of model building will enable us to reach to the current state of knowledge, verify it through the contact with a trainer, and as a result – which is especially difficult – it will enable the choice of topics and/or synthesis of more complex areas. How about mathematics in modelling? The Queen of the Sciences has its own role, but it will not always be equally exposed. At its minimum, we will need mathematics in modelling for weighting separate elements with reference to the score accumulated within the game. In short, the point-weight will determine the influence of the elements on the game and the final victory. Mathematics (best as a MS Excel spreadsheet) will also be helpful for detailed point count, but we’ll save that for later. Such a limited scope for the use of the Queen of the Sciences is not a rule. Mathematical and econometric solutions and models will be necessary for complex simulations connected with economy, the military, banking systems, budgeting, and games involving a mixture of complicated systems and/or processes (e.g. sales, advertising, IT and branding). However, this is a higher league – let’s leave it for the more advanced designers, with a bigger budget and sufficient time horizon. But this is only for now: we will soon make it to the higher league, won’t we?

www.wse.krakow.pl

7 Detailed conception – mechanics

It’s not only worth playing board games, but also monitor the news at Boardgamegeek, and the contest results for game design, e.g. Game Chef, doroczne konkursy wydawnictwa Galakta, cyklicznie organizowany Quentin etc.

It is only here that we start doing what we usually think about when we think about game design. It’s also the most difficult part of the handbook to write, because… the only advice we can give to beginners, and more advanced designers, too, is to monitor the mechanics that is currently employed in the boardgame market and to develop own solutions. It does not mean, of course, to copy somebody’s intellectual property, but to keep the eye on the ball and see how the boardgames develop. The point is not to be led astray and end up with your typical Mensch ärgere Dich nicht mechanics, usually associated with educational games, and/ or to avoid smashing an open door (I’ve seen twice authors coming up with fresh and novel ideas, then perusing game titles to find out that such games already exist). More and more creative and sophisticated, which means more interesting, boardgame engines set the standard to be matched by our game design. Out of respect for the players. Let’s add that, like in any type of art, also in game design some commonly acknowledged

Illustration 19. Cooperation or competition? Or both? That is the question… Source: courtesy of MindLab Games.

and functioning rules and standards can be broken. But, like in any type of art, experienced designers will be more successful doing this than beginners. Whether you create typical game mechanisms or they will be infinitely creative and innovative, you have to remember why you do this. It’s a good moment to come back to the objectives you defined before. It is also a good moment to decide should the game be:

£ competitive (the players compete with one another; the winner meets the set criteria, based usually on the highest score), £ cooperative (the players cooperate with one another against the implemented mechanisms; everybody wins if they meet the set criteria, or lose, if they do not meet them, or if even one of them dropped from the game), £ mixed (e.g. the first part relies on competition, and the second on cooperation; or the other way round). It’s good to have the character of the game support the realization of our initial objectives.

www.wse.krakow.pl

36 7.1 Rules’ complexity What to bear in mind while working on the mechanics of a didactic boardgame? It’s good to have logical and simple rules, to be able to explain them quickly and for players to become independent from the instructor as soon as possible. It’s a difficult challenge for the designer, because in practice it means downsizing or at least synthesising ideas we arrive at when we design the engine. It’s one of those situations when less may be more. If for some reason the game needs more complicated rules, it’s good to consider creating two sets of rules:

£ basic – for the beginner players, £ advanced – for the players with at least one game behind them. It’s easy to image a game used, e.g. during introductory classes of an academic course (the students do not know yet the content of the course) or for summarizing the course (the students presumably know the content of the course). Overloading with rules may make the players bored and/or create standstills in the game caused by the lack of understanding of the rules.

If the game concerned healthy lifestyle, the players would make choices leading to healthy eating, balanced diet, regular exercise and medical checks, etc. (regardless of their actual lifestyles, it is generally known what is considered “healthy”) – that would be a game with a clear thesis. It would be good to design it with some additional (and true to life) peeves for the players, such as: the lack of time, the lack of money, tiredness with work, long queue at the doctor’s, urgent duties at work/ at home, etc.). Then the game is more difficult, because the players have to make more balanced decisions, not to become, e.g. a healthy unemployed.

7.2 Mathematics Mathematics may be involved to a varying degree on the level of modelling and design, but it’s good to limit this component when it comes to the player, to enable dynamic gaming, focused on the didactic results and not obstacled by tenuous counting of numbers and modifiers. Let’s add that it’s not a fixed rule, because mathematics will be necessary, e.g. for economy or sales games. However, it is generally agreed that if a game calls for complicated

counting, it should be a computer game, or at least a computer-supported one.

7.3 Balance Whether the game is competitive, cooperative or mixed, all the parties (counting the game as an opponent!) should have possibly equal chances to win during all the stages (especially in the games in which the potential of a character, country, vehicle, etc., is being developed over time).

7.4 The one and only winning strategy From the point of view of the game as a didactic tool, if its mechanics by design overtly or covertly implies the one and only winning strategy, it is generally considered a mistake. Even if only one player identifies such a strategy, the game should be either discarded or made over.

7.5 Strident didacticism The uniqueness of the game as a didactic tool stems from the fact that it involves the participants in training through, a.o., actual practice. So, if at the design stage you realise that the players have to read the definitions of supply and demand – it’s time to reconsider. If the players exchange resources in different configurations and realise the functioning of supply and demand – that’s the way to go. Don’t be tedious – set challenges calling for action.

7.6 Thesis While designing the game and its mechanics, you should prepare the world of the game for the players not to be put off by an obvious (and sometimes questionable!) thesis, e.g. “All Animals Are Equal”. If the training game should reflect the real world even one bit, one of its more important features should be uncertainty (or: the lack of 100% certainty) at decision-making. It makes little sense to create a game in which the players will know from the start what to do to win.

www.wse.krakow.pl

37 7.7 Interactions Whether you plan your game to be cooperative, competitive or mixed, think carefully about the types and the character of direct interactions between the players. It goes without saying that these are bound to appear and that they have to be planned wisely – this is why it’s a boardgame, not a computer game. The point is for the players to benefit from one another’s presence. Consider if the players can talk to one another, agree on their next moves, negotiate; and on the level of the game: support one another directly, or hinder one another (so-called, negative interactions). Remember that many interactions are time-consuming.

7.8 Rock-paper-scissors This type of solution appears in the mechanics of some games. One force dominates over another, but loses to the third (it concerns all the forces in the game analogically). It may be a source of clinch in the game, a draw or a premature ending. It may spoil the game or make it more lively. Being aware of it, you have to analyse carefully the conception of the mechanics, taking into account rock-paperscissors factor. It is normally regarded as an error, but maybe not always?

7.9 Turns Depending on the idea for the game, it may be important which player begins the turn, and which one ends it. At the engine stage it has to be taken into account: either you modify the engine or design a just system of turn-taking, e.g. choosing a random player to begin the game, and in the next turns the next person on the right begins; the turn-taking can also be subject to auction with the use of gameprovided resources, etc.

7.10 King-making

appear, when considering the game objectives: perceptive observes of the Polish politics and elections know well that the winners of elections do not necessarily decide about the victory and successful setting up a coalition. If the kingmaking effect is not consciously designed, it is usually a bug, which should be eliminated at the design stage.

7.11 Snowball Snowball effect is a phenomenon in which by making a certain move the player gains a big advantage over the others, lowering their development potential. What is more: the following sequences of the same move cause saltatory change in the score between players and they usually decide about the victory of the one who started the ball rolling. Similarly as with other game development phenomena: if the snowball effect is not consciously planned and if it doesn’t serve the developmental aims of the game, it is considered a mistake and needs correction.

7.12 Atmosphere The feature often singled out by players is the elusive atmosphere. It needs to be underlined that the atmosphere of the game is created not only by an interesting story, attractive illustrations or an involving plot, but also by mechanics which uses the language of technology to present a part of the history and of the world of the game. It’s difficult to come up with some universal truths, but while designing the game engine, you need to remember that different solutions match different plots.

7.13 Other elements of mechanics Any other elements to think about? Here are some keywords (but remember, they do not have to appear simultaneously in one game):

Kingmaking effect is a phenomenon which

£ Turns, rounds, levels – the division of the

may be controlled by the mechanics of the game, and which usually comes to light at the end: the player with no chances for victory may influence through his decisions who the actual winner will be. It’s easy to imagine a game, in which such a phenomenon should

game into smaller units. And, if necessary, synching them with calendar-clock time (e.g. 1 round = 1 year). £ Move – what does it mean to make a move in your game? How does it look like? Do you move with a piece, or you distribute some

www.wse.krakow.pl

38 markers on the field, or you do something else? How does the move connect with such actions as, e.g. development, additional tasks, acquisition of new resources/props, attacking other players, defending oneself from other players, etc.? £ Chance – usually imaged as casting the dice, but this is only one possible solution; other suggestions: drawing a card from the bank, drawing markers. £ Final score – how can the players be ranked at the end? Usually counting the final score, so on the basis of an arbitrary score system in the game. £ Operational score – a level lower from the final score; subordinate to the above. The eventual winning score may arise as an effect of calculating the operational score with each points having a certain weight (e.g. 1 final point = 10 operational points), in a more complex manner (e.g. 1 f. pt. = 2 money units + 4 time units + 1 motivation unit), or in an even more complex manner (e.g. 1 f. pt. = 2 money units + 4 time units + 1 motivation unit, BUT you score 1 time unit through exchanging 1 experience unit, 1 new technologies unit and 2 competence units). £ Auctions/Bids/Negotiations – are they present and to what degree? £ Resources and their management – what do the players have and what can they do with it? What can they make of it? How can they acquire new goods? Can they trade with other players? £ Risk and its management – what is the degree of risk in the game and how can the players manage it and modify their game strategies?

8 The board and other props At this stage we can already start thinking seriously about the key elements of the game, e.g. board(s), cards, dice, markers, chips, etc. We can start sketching the fields’ arrangement, the plot and the illustrations. If we can draw, the better for us. If not, we should use labels (e.g. here the drawing of the corporation’s president, overweight, with a coffee and a cigar, behind a filthy nouveau-riche desk) or we paste a link to images in the web, with a disclaimer (these are referential materials, for inspiration only).

8.1 What game components can we use? £ Dice; not only classical cubes, but also 2-, 4-, 8-, 10-, 12-, 20-, 30- and 100-sided or multimedia ones; they are customarily coded as K2, K4, K8, K10, etc. What is more, the dice can have on their sides not only pips or digits/numbers, but also pictograms, signifying, e.g. a kind of weather, the effectiveness of an action, type of attack, the level of morale/mood, a letter, a body part, etc. There are also combined dice, transparent cubes, in which there is a couple of smaller, separate cubical dice (so, when casting one die, you cast a few of them). Pieces ; they can be traditional or be £ a detailed figurine of a man or an animal made of plastic or metal. They can be a scale model of a vehicle (a car, a ship, a vessel, a spaceship). They may figure as a paper card put vertically in a plastic stand. Markers ; cardboard chips, plastic tokens £ or coins, wooden or plastic: houses, dice, arrows, cylinders, castles, animals. £ Cards; as an independent component (e.g. in so-called collective trading card games) or as an addition to others (e.g. in boardgames). There is a couple of card sizes, which should be taken into account while designing, to reduce the printing costs. It’s best to ask in printing companies or others, specialising in game cards production. £ Currency; plastic or cardboard coins, paper banknotes. £ Time taking; small, wooden or plastic hourglasses, stoppers, round tracks drawn on the board, arrow-based, marker-based, etc. £ Storing the components; smaller boxes, string bags, felt or linen sacks, rubber bands, etc. – especially helpful in games with multiple small additional elements. Board or boards; it may be one board for £ all players, or smaller ones for each player; the boards may be permanent (e.g. good cardboard) or disposable, easy to produce at home; there are boards on which you can use felt-tip pens for dry-erase boards, pins, stickers, magnets, etc. £ …and additionally – irrespective of our plans and more or less ambitious visions – we will definitely need a container for the whole game.

www.wse.krakow.pl

39 What tools will you need for game design? Definitely a piece of paper and a pencil, maybe a computer (the first hectic, incoherent stages of design are full of deletions and notes scribbled on the margins. It’s not worth doing it on a computer).

Post-it notes. Text editor – sooner or later you will have to make the design aesthetic and coherent, to show it to the world.

Google tools (Google Drive, Google Documents); especially the sharing option (for viewing only or for editing), to cooperate with other people involved in the design. Computer apps for mind maps (of course, you can create them good old analogue way).

Apps supporting the design of hexagonal boards, dungeons’ maps, cities and villages. It’s good to have a look at: http://inkwellideas.com, http://davesmapper.com.

Photo banks to use in game materials. You have to pay attention to the license agreements for the use of particular photos: some are by subscription, some require only referencing the source and the author, and some are completely free. Graphics editors GIMP and Inkscape are equivalents of Adobe Photoshop and Corel Draw; they are maybe less technologically advanced, but open-source. They take some practice and getting used to. In simpler editorial tasks, you can use Google Picasa for your computer graphics or even rarely used graphic edition tools in newer versions of MS Word:

Blender – an open-source program for 3D modelling.

Illustration 20. Toolset for editing graphics in MS Word

Notice that – as we can see from the boardgame market – the above elements come in all combinations: there may be a game comprising all of them, and a game with only one (e.g. only dice or only cards), or built only from chosen elements (e.g. a board + dice + markers). Check in shops (like this one) what you can buy and for how much.

9 The rules Your work on the mechanics should be slowly but surely coming to establishing the rules. It’s still a far cry from the instruction, but they should be clear for you as an author. You will be soon testing the game and explaining the rules to non-designers based on what you write at this moment. It is good to make sure that you

www.wse.krakow.pl

40 will be playing along one set of rules (with many subsequent changes it’s easy to get lost). It will also make it easier for us to modify or select the rules which came out not to work as we initially planned during testing.

10 Early prototype –

the alpha version

The effect of work on mechanics and the first drafts of the materials should be the initial, rough version of the game. The next step is creating a prototype, which will be submitted to first tests (alpha), called also authorial tests. Because we are talking about an early stage in the game development, the prototype does not need to be particularly aesthetic, colourful, with great graphics, etc. The pieces and markers may be made of cardboard, buttons or similar materials. It’s important, though, that all components are there, and the distribution of the elements on the boards, cards, etc., should match our final idea. Why is it worth to have the prototype lowbudget? Well, it’s going to get scratched, corrected, cut and glued. After the alpha testing you will need a new prototype. But when we have the early version, we can start the tests of our game.

11 Tests – what for? What is the purpose of the tests? They are supposed to check, a.o.:

£ Does the game meet the developmental aims?

£ Does the game guarantee there is going

Illustration 21. The evolution of Equilibrium training game. Markers used at different stages of game development: from the first, simple prototypes to the final version of the game Source: Tischner European University in Kraków.

to be some feedback for the evaluation/ summarizing the game? £ Are the plot and the world of the game attractive and understandable for the players? £ Is the game mechanics complementary to the aims and the plot? Is it a coherent whole or is it a loose collage? £ Do the advantages of the mechanics outweigh its bugs? (we try to squeeze in here all of the things we were talking about while discussing mechanics. Clever, huh?)

www.wse.krakow.pl

41 £ Are the rules understandable for the players and are they relatively easy to master (especially in the target group)? £ How long does it take to explain the instruction? Is the accepted scheme of instruction fast and easy to understand for the players? £ What rules have we missed? £ Are the props and graphic distribution of the materials clear, practical and ergonomic? £ From the point of view of graphics and edition, does the game look professional, aesthetic? Do the users like it? (these are the questions for later stages of testing, when the game edition and graphics are more advanced). £ Are there any errors in the content? £ Can we remove any components (rules, props, mechanisms) with no damage to the game? £ Is there really no other option to slim it down? £ Really? Nothing to cut? £ Does the game lack something, which could raise its developmental, entertaining or aesthetic value, not complicating the game too much? £ Is the game even-paced and dynamic, or are there any standstills? What are they caused by? How to eliminate them? £ Are all players equally involved? Are there any moments in the game that some players get bored? £ How does the game look like (duration-wise): at the beginning, in the middle, at the end?

Illustration 22. Tests, tests and… tests. Three most important components of effective game design Source: courtesy of MindLab Games.

12 Alpha (authorial)

testing

This is the first wave of tests: we conduct them in the closed circle of the authors and cooperators or – if we need a bigger group – trusted persons. At this stage the game contains a lot of not verified solutions, so for the image and the comfort of further design, it is good to test the game with a small group of trustworthy people. In short: make it laboratory conditions. The most important issue while realising the tests is recording them. They may be recorded with a camera, a tape recorder or just noted down. You should put down not only the players’ comments relating directly to the game, but also those indirect (e.g. the difficulty in finding a field, misunderstanding the instruction on the card, players discussing the interpretation of rules, etc.). What is more, do note down your own subjective feelings as far as the game and the actions of players within its world and its structure. You can record the game while playing or while observing others play. Besides the comments during the game, ask the testers at the end about their opinions. It’s best to have a ready questionnaire from the sociological arsenal. If you are in a quandary as far as, e.g. a cover, alternative board design or illustration style, you can also consult it with the testers.

www.wse.krakow.pl

42 After the authorial tests you should analyse the information you gathered and think what to make of them. It’s necessary to keep calm, because on the one hand we receive a lot of invaluable knowledge, impossible to be generated at an earlier stage, but on the other hand, it may be radically subjective and inadequate. As Henry Ford once said: If I had

£ The purpose of the game. This is

answers with proper care.

£ Basic rules. Well, that’s what instructions

asked people what they wanted, they would have said faster horses. So I didn’t ask them; we should ask them, but analyse the To wrap it up, let’s underline the most important thing: if the game does not evolve during testing, it means that they were badly done. How many authorial tests should we have? There’s no one correct answer. Make as many tests as necessary, not to be ashamed of the game, which will be passed on to other testers – besides your friends.

13 Instruction So, if after the initial tests you already know where the wind is blowing from, it is a good moment to codify the rules in a more formal way and let them grow up: from the youthful list to a mature instruction. The draft printouts of instruction can be handed in to the beta testers and check their reactions. What should an instruction contain? (not necessarily in this order)

£ Synthetic introduction. Give the readers a chance to realise what the game is about and how they can use it. It’s also a good spot to inform them about the organisational framework conditioning a good game: how many players there should be, how much time it takes, if some additional logistic effort is needed.

£ The list of components. It contains all of the elements of the complete game: from the board to the smallest piece.

£ A dictionary. If the game is more complex, allow less advanced players/moderators to master the rules quickly and to understand the difference between, e.g. a round, a level and a turn.

a detailed list of didactic objectives, informing about the type of training and the target group of the game, and which competences it develops best.

£ Plot description. Contains the description of the game’s background. Introduces the reader to the atmosphere and narration of the game.

are about. Here you should describe in detail the mechanical aims of the game (who’s the winner), how to prepare for the game (how to arrange the boards), how the turns look like, the relations between the players/ teams of players, kinds of props (cards, pieces, markers, etc.) used by the players and how to use them, scoring points, etc. A good solution would be to supplement the descriptions with illustrations (e.g. how the rule is applied on the board), schemas, pictures (e.g. of cards or boards) with detailed descriptions and comments. The instruction should be planned in colour.

£ Additional rules. Here we describe all extensions and variations of basic rules, their modification in the case of non-standard number of players or limited time, the rules for the advanced players, etc. It’s good to separate them from the main part of the instruction and make it clear that they are to be used cautiously in justified cases. Too many rules can put one off from the game.

£ Hints for the moderator. This part of the instruction is to support the moderators as far as the content and the technique; especially those who have less experience in GBL. Describe the optimum use for the game in achieving developmental aims, how to evaluate the game, what interesting processes may take place during the game (on the level of the world of the game and the group processes in the real world). You can also add some extra information on the subject of the game, thanks to which the moderator will be able to prepare better: they can be ready-made materials and/or links to the web resources, or simply the list of sources. If the advice for the moderator is too broad, they can be placed outside the instruction as a separate component.

www.wse.krakow.pl

Frequently signalled problems with instructions: chaotic construction, the lack of clear structure, difficulties in navigating in the text;

no illustrations;

abstract, overly descriptive language;

references to other parts of the instruction;

language mistakes;

useless repetitions of information;

complicated syntax;

15 Final testing The last wave of tests. They are done on the groups identical with the target group with respect to the main parameters. The technicalities do not differ from the above. As a result of final tests the game acquires its final shape. Well… almost.

translation mistakes;

no Polish translation;

incoherent names of elements.

Source: M. Łączyński, Badanie instrukcji do gier z perspektywy twórcy i użytkownika, „Homo Ludens” 1(4)/2012.

16 Any other testing? No. …and yes.

£ Formalities. The list of authors and coope rators (also the testers and/or other people who supported the development of the game), the information about the publisher or owner of the game, the description of the license, i.e. the terms of use, the contact to the authors (website address, email address, the links to social media accounts, blogs, etc.), time and place of game publishing, the information about the potential sponsors and/or patrons of the game. Remember that chosen parts of the instructions can be placed on the elements of the game, like a board or cards. Of course, it will not be possible to publish big chunks of text, but surely you can plan, e.g. bulletpointing the steps of the player in their turn, the list of the most important modifiers for casting dice, the table with points, the key for the pictograms used in the game, etc.

14 Beta testing The next wave of tests. Now you invite the people not connected with the process of design. The technicalities are no different from those of alpha testing, besides the fact that you involve the outsiders and that the version of the game is more developed; using computer language, we’d say that it is a stable version. How many beta tests do we need? As above: as many as necessary; usually there is more beta tests than alpha tests and final tests. There have to be enough tests for the game to be not only stable, but also fully playable at the last stage (see below), and that it would bring more satisfaction than surprises.

£ NO, because we’ve done enormous amount of work, and if it was done soundly, we reached the optimum version of a didactic board game. This product can be submitted to final edition, production, and prepared for distribution. £ YES, because it is good to control what is going on with our game. We can treat all games as a never-ending chain of tests, giving the players a chance to share their opinions (via email, Facebook, forum, blog, personal contact, etc.). It enables us to correct possible problems within the game by updating the rules, including an erratum or hints for the moderators, but also – if the game is a comparatively good product – it allows us to think about additional materials, like new scenarios, advanced rules, additional boards or props, etc. In short, it’s good to prepare a self-study and self-development mechanism.

17 Printing! If the tests are over, you can pass to the production. You make the last graphics corrections, trial printouts at the printing company, order components (dice, pieces, markers, etc.), you buy the containers or boxes for the game, etc. If your game is high-end, the description of the production process would take another handbook. But if it is low-budget, for the purposes of the mother organisation (university, school, NGO), it is a complex undertaking, but possible to realise by oneself.

www.wse.krakow.pl

Check what is MDA Framework and how you can use this tool in your projects. For starters, check: http:// en.wikipedia.org/wiki/ MDA_framework, then move on to http:// www.cs.northwestern. edu/~hunicke/MDA. pdf

44 What are the general things we should remember? Be fair and professional towards the future users of the game. Word Arts, blackand-white Xerox copies of the boards, pixelated photos, some of them maybe pirated from the Internet, typos or language mistakes, smudging printing ink, bad quality paper – this is not fair. Make your game not a compound chocolate, but the real thing. Make it at least acceptable (a pessimist version), at best: fully professional (optimist version, which we hope you will arrive at!). You can do it!

18 Is that it? See how others do it: https://prezi. com/ifp0l1szydl3/ case-study-menedzerska-gra-symulacyjna/

No. There is still distribution, that is a plan and the processes to carry out for the game to reach its users. Even if the game is used only in your school, think how it should function in daily experience: where will it be stored? How will

it be available? How will other teachers learn about it and its purpose? How about using it outside the school? What happens if some components are lost? In a word, you have to consider the questions like lending, selling, payments, postages, the terms of use, the responsibility of the moderator, complaints, returns, FAQ, the contact with the users and who is responsible for what. And this is really the end.

19 Famous last words Above all: don’t get discouraged by what you’ve read on the (many) previous pages. Some games are simpler, some more difficult to design – for the simpler you need two weeks, for the complex – several months. The average is 3 months for a solid development of a didactic board game. The previous chapters may leave you with an impression that there is a method to develop games which needs to be assiduously followed. No, there’s not. The above scheme is a kind of a structured path for developing an educational boardgame, but it is fully subjective. It is meant as a help and a voice in discussion, not as a set of rules. Your cycle of game design can be ordered to work best within your schedule, means, involvement and external duties. You’ll soon arrive at your own structure. Do not hesitate to get creative with the contents of this handbook and remake them for your purposes. Good luck!

Illustration 23. Professionally developed training game – ready for action Source: MindLab Games.

www.wse.krakow.pl

III. Gamification Konrad SZPAK

1 Introduction to gamification One of stronger education trends, especially in the Anglophone culture, is currently gamification. It relates to the attempt at soliciting the recipients of actions to do some activities (e.g. as a part of classes, a course or a training), which comply to the expectations of the creator. The actions aim at a change of the recipients’ behaviours to the desired ones, especially in the case of routine activities. What is the nature of this phenomenon, what does it entail and in what fields can it be used?

1.1 The concept of gamification Gamification entails using elements of game mechanics in the non-game situations (e.g. lessons, classes, work, marketing and social campaigns, production processes, HR managements, etc.). In other words, in the process of design (of the lessons, classes, courses, campaigns, etc.) game mechanics is used to skilfully shape the recipients’ behaviours (e.g. students, pupils, customers, etc.), so that they conform to the desired model designed by the creator of the project. This process assumes the involvement of pleasure and engagement of the participant, which are determined by the necessity of competition and cooperation or dealing with adequate challenges. This is where the names stem from: “ugrowienie/grywalizacja”

In the Polish literature of the subject there is no uniform nomenclature, which means there are different names applied. The notion of “grywalizacja” focuses on competition, which does not reflect fully the use of this process in education, training or, e.g. branding. “Gamifikacja” is literal translation from English. There is also a word “gryfikacja”, hardly the best solution. It seems optimal to adopt the term “ugrowienie”. See more: M. Janigacz, Gamifikacja, grywalizacja czy gryfikacja? http://313consulting.org/blog/index.php/gamifikacja-grywalizacja-czy-gryfikacja/ (accessed: 02.11.2014).

(“game” + “competition”), “gamification/ gryfikacja” (“game” + “modification”). Gamification can be used in many areas of politics, economics and social life. The recipients can be a.o. pupils and students (education), citizens (social campaigns) or customers (business). The increasing popularity of gamification is due to the development of new technologies and information society, but above all the incessant search for the tools which ensure maximum engagement of the target group (students, customers, employers, citizens, etc.).

1.2 Gamification and the democratisation of knowledge The means, forms and tools for passing knowledge have recently evolved. It was connected a.o. with the development of new technologies (also in education) and the process of so-called democratisation of knowledge. It means that knowledge is accessible much easier than before. Not mentioning the availability of computers or broadband Internet connection, which still may sometimes pose some limits, everyone has access to a wide range of knowledge resources. There is no need for buying a set of encyclopedias since the arrival of Wikipedia, which is free and offering precisely the range of concepts within the field of our current interest (chosen entries in chosen languages)6. One can supplement one’s education by free online courses at world’s best universities7, including special Internet

6 By way of example, in English Wikipedia there is over 4,626 mln entries, in the Polish one over 1,07 mln. No traditional encyclopedia was that broad and updated so fast (sometimes even a couple of minutes after an event), although some say that the possibility of editing the entries by the whole Internet society is also a threat (e.g. low quality, editorial wars, etc.). 7 See. https://www.edx.org, https://www.open2study. com/courses, https://www.coursera.org, http://www. openculture.com/freeonlinecourses, https://pl.khanacademy.org.

www.wse.krakow.pl

One example could be Platforma Kształcenia Społecznościowego WeLearning, created by Tischner European University in Kraków, www. welearning.edu.pl

46 platforms, which utilise the so-called social web education. Also in everyday life we use novel technologies more and more. Instead of buying a GPS device, one can use a special app in a phone (smartphone). Instead of buying a city map or relying on the travel agency materials, we can use Google Maps or Street View panoramic photos, thanks to which we can see the monuments, landscapes or even the interiors of museums all around the world. We can say, then, that when education sector faces the development and spread of the novel technologies and the building of the information society8, the teacher is no longer a master. S/he is rather a designer of educational environment (and a guide therein), in which the student (the recipient) develops their competences. Gamification may relate not only to education at all levels, but also to the change of behaviours in everyday social or business life.

1.3 The changes in social interaction and everyday life of the recipients – examples Gamification may be used for the change of behaviours in a.o. social and everyday life. By way of example, we can mention, e.g. Hastighets Lotteriet action, the Speed Camera Lottery, from 2009, which was realised with the help of a NGO for the improvement of traffic safety (Swedish Nationalföreningen för Trafiksäkerhetens Främjande, NTF) and Volkswagen automotive concern. It entailed the control of the speed of the vehicles around Stockholm. When the driver was abiding by the traffic regulations, a special device displayed a green thumb up on its screen, but if they were speeding, a red thumb-down was displayed. Each time the device informed about the current speed of the car. It needs to be mentioned that the speeding drivers were paying tickets, and then there was a lottery for the prize for the rule-abiding drivers.

8 The term Information Society relates to the use of information and communication technology in enterprises, households and by members of these households aged between 16 and 74. See Information Portal of Central Statistical Office of Poland, http://stat.gov.pl/obszary-tematyczne/nauka-i-technika-spoleczenstwo-informacyjne/ spoleczenstwo-informacyjne/ (accessed: 02.11.2014).

The most important effect of this experiment (24 857 cars in 3 days) was the decrease in average car speed in town from 32 to 25 km/h., which yields 22%. It’s worth noticing that Volkswagen’s share on the Swedish market was increased in the period January-June 2010 from 4% to 12,9%. Also the sales of the concern increased in the first half of 2010 by 5,8%, comparing to the 2009 increase by 3,8% in the same months. It needs to be underlined, then, that Hastighets Lotteriet was a successful use of simple game mechanisms (e.g. competition) for the change of behaviours of drivers in the desired direction (abiding by the speed limits, the increase of safety), which was accompanied by the simultaneous profit of the business partner. It seems that it is a better idea than engaging more municipal guards or police to control the drivers. Other attempts at behaviour change include those connected with the Fun Theory9 – a belief that play is the best way to alter people’s behaviours for the better. We can mention such initiatives as those connected with encouraging (young) passengers to fasten the seatbelts (the Play Belt10), to recycle glass bottles (Bottle Bank Arcade11), which in Sweden is not connected with the refund, as opposed to plastic and tins, or to use traditional stairs, not elevators (Piano Stairs12), which was achieved by changing them into piano keys (they made sounds when stepped on). People can be encouraged to throw the rubbish to the dustbin (the World’s Deepest Bin13), e.g. by a photocell reacting to the waste and generating the sound of a thing falling, which resulted in 72 kg of waste gathered in 1 day, which is 41 kg more than in a traditional bin nearby. Gamification can also be used successfully in business (enterprise gamification)14. Among 9 Something as simple as fun is the easiest way to change people’s behaviour for the better. Be it for yourself, for the environment, or for something entirely different, the only thing that matters is that it’s a change for the better. See more: http://www.thefuntheory.com 10 Available at: YouTube.com: http://www.youtube.com/ watch?v=0AbQSE4ZKvk#t=57 (accessed: 02.11.2014). 11 Available at: YouTube.com: http://www.youtube.com/ watch?v=zSiHjMU-MUo#t=52 (accessed: 02.11.2014). 12 Available at: YouTube.com: http://www.youtube.com/ watch?v=2lXh2n0aPyw (accessed: 02.11.2014). 13 Available at: YouTube.com: http://www.youtube.com/ watch?v=cbEKAwCoCKw (accessed: 02.11.2014). 14 Business gamification is using gamification for business objectives. The main stakeholders are customers, employees, business partners. See more: http:// badgeville.com/wiki/enterprise

www.wse.krakow.pl

Illustration 24. Hastighets Lotteriet in Sweden Source: https://www.youtube. com/watch?v=iynzHWwJXaA (accessed: 02.11.2014).

its aims are a.o. increasing the employees’ motivation and their loyalty, the increase of sales, the increase of service entries and dwell time. An example of such actions was “Ambasadorzy Piwa” programme (Ambassadors of Beer) by Kompania Piwowarska in 2012. It aimed at “the delivery of knowledge to the employees and arousing their interest in the beer culture, and subsequently involving them in the promotion of this culture and products on the market”15. The actions were divided into three stages: the first one concerned building the employees’ knowledge about beer, the second one its solidifying and development, and the third one concerned sharing the information with people from the outside of the organisation. Before the action the employees could find labels in the company that carried specific questions (e.g. why the froth on the beer is white, how much barley is needed to brew 1 glass of beer), which were supposed to build up their interest and willingness to take part in concrete initiatives. The programme comprised a total of 21 workshops, trained c. 3200 employees and c. 1300 from the outside of the company. There was also an application created that each day asked questions about beer on the employees’ 15 Based on W. Moliński, R. Pawlak, Jak uczynić z pracowników ambasadorów firmy, Harvard Business Review Polska, lipiec–sierpień 2013, s. 42–47. For the purposes of the project, the quote translated by Anna Bugajska.

computers at work (it necessitated an answer to the question before they began working). In March 2012 a helpline was launched through which the employees could pass their observations from the market (e.g. the lack of cold beer in a shop, alien products in KP fridges) as well as “cała prawda o piwie” contest (the truth about beer; thought up to promote the brand on the market), which resulted in 61 projects for the improvement of the functioning of the company. The prizes were a.o. local and international trips. The effects of the actions were an increase in the employees’ knowledge of beer (proved by tests), showing that each employee may have influence on the company’s strategic planning, and active products’ promotion among the local society (c. 25,000). The actions can be inscribed in the “power to act” rule, that is using employers to represent the company outside. Worth noting, Kompania Piwowarska did not employ the external specialists for the programme, but was utilizing its internal resources. The programme received honours in the internal SABMiller group contest (Jan 2013; KP being a member of the group), and it was decided to implement it in the European departments of the concern. Another example of the use of gamification was “the Language Quality Game” programme for Microsoft employees, which was the answer to the problem of errors in the translations

www.wse.krakow.pl

48 of instructions, commands, orders, etc., into multiple languages in the concern’s products. The employees were verifying the quality of translation in a form of a game for separate elements on the screen. Each participant was scoring points for the errors detected, thus competing with others. As a result, competition emerged between company’s bureaus all over the world. The measurable results were achieved by the analysis of c. 530,000 screens and detection of 6,700 errors in 1 month. An interesting example of gamification for business is Starbucks Early Bird app16. People who use it are motivated for getting up early: after setting the alarm clock for a particular hour, 16 In fact this is not a Starbucks product, but an app created by 2 programmers. See more: http://nowymarketing. pl/a/64,starbucks-early-bird-kto-rano-wstaje (accessed: 20.11.2014).

Illustration 25. The Language Quality Game Source: http://social.technet. microsoft.com/wiki/contents/ articles/9299.languagequality-game.aspx (accessed: 05.11.2014).

we have 2 possibilities – get up in the morning or use the “sleep” option. In the first case we score loyalty points, and if we manage to get to the nearest café in a concrete time (e.g. 1 hour), we get a discount for coffee. With repeated success, the coffee may even be free. If we are not motivated to get up early, the app displays a special status on our Facebook account, thanks to which our friends may watch our struggle and provide additional motivation (and wake us up!). The app is supposed to be a kind of an alarm clock. It utilises a.o. geolocation, and it connects the elements of game and contacts with friends. It is worth considering which elements should become of our interest to conduct the gamification process effectively. What are the features of gamification at all stages of education?

www.wse.krakow.pl

2 Gamification in education and training Gamification is increasingly a part of education at schools, universities and in commercial training. It is supposed to make knowledge acquisition more pleasant and engaging, and, in the case of commercial subjects, to increase the advantage over the competition. What is the specificity of education at different levels? What Polish and foreign experiences can be used? Is gamification the future of education and training sector?

One of the first steps in course/classes/training gamification should be the identification of the desired (positive) behaviours of the participants (pupils, students, trainees, etc.). They can be exemplified by:

£ punctuality; £ active participation; £ systematic learning, regular work; £ doing homework/additional work; £ timely handing in the assignments; £ the development of personal talents; £ pro-social attitudes (e.g. helping others, sharing the knowledge);

£ other (e.g. generating new content,

2.1 Education specificity in the higher schools sector The means of passing the knowledge differ depending on the level of education and the needs/expectations of the target group. At schools we apply pedagogy, and at the universities and commercial courses – andragogy17, which actually is a subdiscipline of pedagogy, concentrating on teaching adults. The most important differences between them are compared in Table 3. Knowing the differences between the children and adult education, and their needs and expectations, one has to think about the type of behaviours that are to be taught. 17 See more: http://www.uni-bamberg.de/fileadmin/ andragogik/08/andragogik/andragogy/index.htm (accessed: 11.11.2014).

Table 3. The most important differences between pedagogy and andragogy Source: own source.

developing the existing one). It has to be underlined that the change of recipients’ behaviours to the positive ones may be generated in different ways, with or without gamification. A typical problem for the course instructor may be coming late of the participants, which backfires on a part of the group: the punctual ones have to wait for those late, or the late ones lose the beginning of the classes. A good solution may be beginning the classes on time, but with a review exercise. Thanks to this, the punctual persons do not have to wait for others (they feel they do not waste time), and the latecomers do not lose on the content – but have a feeling of loss and are motivated to come on time in the future. Gamification brings many possibilities of shaping the behaviours of the participants for the better – some of them are brought together in Table 4.

P E DAG O GY

AN DR AG O GY

target

Child – learner dependent on the teacher

Adult – learner independent, influencing the choice of didactic methods

curriculum

Standard; proper for the age

Based on the needs and expectations; co-created by the participants

methods

Expository methods: sharing knowledge

Problem methods: case study, problem solving, discussion, jigsaw, experience exchange, projects

motivation

Lower – external; learning is a duty

Higher – internal; learning is conscious development

Error tolerance

Greater (free education); often lack of possibilities of verification of the material

Lower; the recipient as a customer (private education, training); the teacher/ trainer has to take into account that the participant may have greater knowledge than s/he (in some respects)

Gamification possibilities

yes

www.wse.krakow.pl

Table 4. Desired behaviours of participants and the means to achieve them

50 NO.

D ESI R ED EF F EC T

NO G AM IFIC AT IO N

G AM E - BAS E D L E AR N IN G

Active participation in teamwork

Separate teams work fairly efficiently, but some tasks are done slowly, and each group works at its own pace. The lack of deeper motivation of the participants to get really involved.

Separate teams work efficiently, the tasks are done as fast as possible, with the simultaneous care for the quality of the content. Mechanisms improving the involvements of the participants (positive motivation) are used: Game elements: Building identification: the participants are divided into teams (parties, courts, guilds); identification is build at least by naming the group (additional elements depending on the needs/possibilities: props, accessories, etc.) and the necessity of cooperation. Time frames: tasks are done within a time limit, which allows for controlling the classes and better comparison of the results (with their evaluation). Competition: the teams engage in direct competition, considering the criteria such as time and/or quality. Motivators: the prize has to be adequate to the expectations of the participants (e.g. immunity to knowledge checking/homework, additional points on the test/examination, cleaning the classroom, satisfaction, etc.).

Involving all team members in teamwork

Groups work effectively, but some people remain less involved – team evaluated as a whole; the lack of consequences for those showing low activity.

Groups work effectively, each person is involved in the team’s work, which is enforced by internal mechanisms like measurable ostracism on the part of the group (negative motivation). Game elements: Giving the participants total score to share according to a set pattern:

Source: own source.

Example: 3 people in the team, each of which can score maximum 10 points. So, the team is given 30 points to share between 3 people, e.g.: 3 x 10 pts, lub 12 + 11 + 7 pkt, or 15 + 10 + 5 pts, or 15 + 15 + 0 pts, etc. The group leader decides about the final shares. The pattern is suitable for groups of various numbers of people. The score may relate to the marks, e.g.: 3 people, total mark: 4, total score: 12, possible sharing: 3 x 4 or 3, 4 i 5, or 4+, 4 i 3+. The effect of change: Creating self-control and motivational mechanisms in the teams: the marks and the number of points don’t have to be varied; the awareness of such a possibility is motivating in itself (honesty and willingness to work conscientiously or unwillingness to get a low mark).

The participant knows their final grade, limiting its negotiability

The participants get feedback about their activity at the end of the classes/course. Sometimes their perception of the work differs widely from the view of their teacher/trainer, which may result in some problems.

The criteria of the course are clearly set, and the participant’s activity is constantly monitored. Each player knows exactly their stage and can compare it with other people. The results are visible for everyone, so the process is as clear and transparent as possible. Game elements: Introducing the tools allowing for the full tracking and integrating the activity of the players and the transparent results sharing (e.g. Google Forms).

www.wse.krakow.pl

51 The presented behaviours and the means to achieve them relate only to game elements. It’s worth looking up, though, fully gamified courses in Poland and abroad.

2.2 Foreign experience – course gamification abroad

Another example of a gamified course is Social Media Innovation Quest20, which uses a.o. WordPress Achievements plug-in, which monitors the participants’ actions, like the number of posts or comments. What is interesting, some possible achievements are hidden from the players and they unlock them only after they got them (surprise effect). Students accumulate their points or special badges, and thanks to Google Drive (Google Forms), they can monitor their current achievements: the rank table includes top 10 players.

Using gamification for school and university classes is mostly developed in Anglophone countries, like the USA. An example of a gamified course18 is Multiplayer Game Design19 (Lee Sheldon, Indiana University). The classes resemble a game based on a.o. World of Warcraft mechanics, where the students choose their own avatar (the player’s image represented by a picture) and gather in guilds (teams). The players start with the basic level (1) and they score experience points – XP with their activities, which allow them to pass to the next level, until 12, which is later reflected in their grades, A-F.

An important element is praising not only the best players, but also those who made the biggest progress (motivational element). Another gamified course is The Scholar’s Quest: Gamification of the Higher Education21, which

18 It’s worth looking up dr M. Mochacki’s text on the foreign patterns and Polish perspectives of gamification. http://www.slideshare.net/BILUSZ/gamifikacja-szkolnictwa-wyszego-obce-wzorce-polskie-perspektywy-14413868 (accessed: 14.11.2014). 19 Lee Sheldon, Indiana University. Course description: http://www.slideshare.net/BILUSZ/gamifikacja-szkolnictwa-wyszego-obce-wzorce-polskie-perspektywy-14413868 (accessed: 14.11.2014).

Illustration 26. Player development scheme – activity levels Source: http:// gamingtheclassroom.wordpress. com/syllabus/ (accessed: 14.11.2014).

Students score points (max. 2000 pts) through their presence (300 pts), presenting a concept to the group (25 pts), a written report (75 pts) or handing in the work before deadline (10 pts). Some activity is individual, some is teamwork.

20 S. L. Johnson, Temple University’s Fox School of Business. Course description: http://community.mis.temple. edu/stevenljohnson/category/social-media/ (accessed: 14.11.2014). 21 J. J. Lee, Yoo Kyung Chang, Teachers College Columbia University, NY. More: http://www.gamifyingeducation. org/case-studies (accessed: 14.11.2014).

LEVEL

XP*

LET TER GRADE

Level Twelve

1860

Level Eleven

1800

A–

Level Ten

1740

B+

Level Nine

1660

Level Eight

1600

B–

Level Seven

1540

C+

Level Six

1460

Level Five

1400

C–

Level Four

1340

D+

Level Three

1260

Level Two

1200

D–

Level One

www.wse.krakow.pl

Illustration 27. Wordpress Achievements plug-in visualizations Source: https:// wordpress.org/plugins/ achievements/screenshots/ (accessed: 20.11.2014).

aimed at motivating the participants to help one another to study or to effectively use the university resources. The players received hints and feedback during the game, which turned out to be invaluable to move around in the higher education environment. The participants could exchange badges like “Mentoring”, which was supposed to encourage them to help others or underline their respect for others (likes).

zostać milionerem23). The participants prepare draft research projects, and during the classes they have time to prepare a short presentation of the project before the group, which is done in small teams (up to 5 people). Students are evaluated by the group by sending text messages via PoolEverywhere.com app. The best students can continue their work, and the remaining ones have to convince the rest to their presentations.

In turn, Research Writing22 utilises a popular TV show Dragon’s Den (pl. Dragon’s Den – jak 22 S. West-Puckett, Department of English at East Carolina University. Course description: http://compprof.wordpress.com/2010/10/28/dragons-den-a-reality-tv-simulation-for-research-writing/ (accessed: 14.11.2014).

Illustration 28. Sample user badges Source: http://www. gamifyingeducation.org/ news/scholars-questat-macy-gallerys-gameshow-nyc-exhibitio.html/ attachment/angledisplay2 (accessed: 20.11.2014).

23 Participants present their ideas for business within a time limit in front of millionaires – potential investors, who can become shareholders and support their undertakings. See more: http://jakzostacmilionerem.biz/ (accessed: 14.11.2014).

www.wse.krakow.pl

Illustration 29. Course poll visualised Source: https://compprof.files. wordpress.com/2010/10/screenshot-2010-10-28-at-9-08-08am.png (accessed: 20.11.2014).

2.3 Local experience – course gamification in Poland

to perform 1 task, e.g.: create a test, create a multimedia presentation, write an essay, answer questions orally. The tasks had 3 levels of difficulty, and besides regular work, there was also special work, whose difficulty and time cost were higher, but they gave the possibility to score additional points. In 100-pts scale, 30 pts meant a positive mark (3,0) and 100 pts a high mark (5,0).

Gamification is implemented successfully also in Poland. Among the GBL courses it’s worth mentioning Polish initiatives, like dr Michał Mochocki’s courses24 conducted in the English philology department at the Kazimierz Wielki University in Bydgoszcz since October 2012.

Students’ activity was constantly monitored and the points were gathered in Google Docs environment.

The gamification included non-obligatory lectures, and students had a choice between systematic work during the term and being exempted from the examination, and the lack of pronounced activity resulting in an oral exam at the end of the term.

Regarding the students’ activity, the author deemed the course successful:

£ more students at the lectures, £ an increase from c. 10% to c. 60% of students working systematically during the term (61,3% didn’t have to take the examination), £ the used of Internet tools (Google Drive/ Docs/Forms and Prezi) by c. 80% students.

For 10 weeks (rounds) students had access to the materials and on their basis they were 24 Cooperation with M. Sobociński, A. Mochocka.

Illustration 30. GBL course grading scale (dr M. Mochocki) Source: https://docs.google. com/file/d/0B050ff5GuoB6 eVhERjJHVnVyQk0 /edit (accessed: 20.11.2014).

POINTS

LEVEL/NUMBER GRADE

LET TER GRADE

30 points

C (passing grade)

40 points

3,5

C+

60 points

75 points

4,5

B+

100 points

www.wse.krakow.pl

Illustration 31. Students’ results in a GBL course (dr M. Mochocki) in Google Docs Source: https://docs.google. com/spreadsheets/d/1QAH9 GXeMGGyJCSOCiQJiCCyMlayye ytqp6i2eYUjKsU/edit#gid=0 (accessed: 20.11.2014).

Worth underlining is that the author resigned after all from such a gamified course25. Some Polish universities offering gamified classes include:

£ Leon Koźmiński Academy in Warsaw: http://www.kozminski.edu.pl/ pl/aktualnosci/?tx_ttnews[tt_ news]=2569&cHash=397b4a330 beeef3c6d99d019cb50f160 £ Institute of Computing Science at the Poznan University of Technology: http:// semantic.cs.put.poznan.pl/dokuwiki/doku. php £ WSTI in Warsaw: http://www.cieciura.net/ua/, http://www. cieciura.net/mp/, http://www.cieciura.net/ pi/ Though there is an increasing number of gamified courses, it seems that the trend is still weak in Poland, with the GBL classes only a statistic percentage. An initiative to take should be the exchange of experiences among the authors of gamified lessons, university classes (or other contexts), e.g. in the form of academic conferences or seminars.

3 The basis of gamification process and its efficiency The gamification process seems rather complicated and time-consuming. To design 25 More on advantages and disadvantages of such courses in the “Gamification efficiency” part.

and conduct it properly one needs the knowledge of the latest didactic methods, computer games, but also the basis of psychology. The mechanics should build up the involvement of the participants through reinforcing their motivation, which stimulates to act and persevere. Motivation divides into an intrinsic and extrinsic one. The first one relates to endogenous interest in an activity, e.g. for the pleasure from it or the need for selfdevelopment. Examples include the study of a favourite foreign language, the engagement in the social or charity activities, or playing computer games. The latter motivation type relates to the external prize and punishment system, exemplified by attending uninteresting classes. The intrinsic motivation is stronger and more lasting. The factors of influence include curiosity, respect or the feeling of influence. To increase the students’ interest in the topic, instead of prize and punishment (good and bad marks), one should make them curious. A good solution is also the appreciation of the participants’ effort (a praise), not only the best ones, but also those who made a visible effort. A motivating factor is also tangible influence and realising the importance of one’s work (e.g. editing Wikipedia). The recipients’ motivation is built up and supported by concrete elements in game mechanics.

3.1 The elements of game mechanics in the process of gamification Among the most important elements of game mechanics in GBL one can distinguish:

www.wse.krakow.pl

55 £ quests, challenges: individual or group tasks, in accordance with the author’s requirements; they can be random or dependent on the game scenario, £ progress bar: a graphic form of the presentation of the progress of the game, the participant or the team; it often visualises the possibility of finishing a particular task/ level and moving on to the next one, £ badges26: awarded for the work done and the concrete achievements; they can inform about the player’s status, competition and/or cooperation: £ individual or group; it motivates to act and strengthens social bonds, £ levels: the level of difficulty increases as the game progresses, and so increases the participant’s experience; sometimes it

Gamification has already experienced the praise and the critique, and now it is evolving in the direction of a mature solution, i.e. one which has a defined potential, but also weak points and limitations. Real experts in the area are fully aware that the marketing eulogies ring not fully true, they know why gamification is criticised and are able to avoid mistakes to make use of the potential of GBL.

to feeling threatened or protected by the community. The most important thing: a creative mind, £ an interesting means of narration, a gripping tale. Otherwise it will be the next boring loyalty programme. The process of gamification may also include virality, that is a phenomenon of fast news distribution, e.g. through the ease of inviting others or the possibility of sharing the content27. It’s worth noting, though, that not all gamification elements will be accepted by each player.

3.2 Gamification efficiency Gamification of classes or business activities is not an easy process to carry out. The author’s actions should be properly thought-over and s/ he should have basic knowledge, e.g. from the field of psychology or computer games.

Join them and have a look at: http://bogost.com/blog/gamification_is_bullshit/,

http://www.hideandseek.net/2010/10/06/cant-play-wont-play/,

http://www.belfasttelegraph.co.uk/business/opinion/watching-web/your-life-isbut-a-game-and-points-win-prizes-28568200.html

Well-done gamification depends on many factors. One should pay attention to, e.g.:

calls for devoting more time or engaging additional resources/participants, £ points: scored for the tasks done, usually proportional to the level of difficulty and determining the player’s position in leaderboards; virtual currency; the aim is to encourage the player to take some action, £ leaderboards: individual or group; the actions monitored in real time; constant access to the newest information; the possibility to compare the results with other participants and teams, £ communication systems: between the participants and the author (blogs, forums, closed groups, emails, messages); they can strengthen the feeling of community, £ items, collections: e.g. virtual items, status; the possibility to collect, exchange or give some resources to others. An important element is also mechanics, £ e.g. loss aversion, which may relate to the drive to keep the current point count, or

26 See more: http://grywalizacja24.pl/mechanizmy-grywalizacyjne-odznaki-cz-1/

£ a proper connection between shortterm and long-term objectives, and the link between the content and the game mechanics £ making note of the individual development paths (natural differences between users) £ random, surprising elements, which make the game more interesting The most important advantages and disadvantages are brought together in Table 5. Summing up, the properly done gamification process is time-consuming and necessitates some earlier preparation, as far as the content (mechanics, plot), organisation (technical solutions), as well as time management. One has to be aware of the obstacles (the lack of budget, additional work – usually overtime, the lack of superiors’ support). Gamification, though, brings a lot of satisfaction, connected with the innovative didactic methods of training, which bring desired effects.

27 E.g. a possibility to retwit the content or sharing sports activity as a part of Endomondo app (https://www. endomondo.com/) on Facebook.

www.wse.krakow.pl

Table 5. The most important advantages and disadvantages of gamification Source: own source.

56 A DVA NTAG ES

DISADVAN TAG ES

general Better educational/training achievements, compared to the lack of gamification The possibility of development and simultaneous making one’s classes attractive

The necessity of minimum experience in games and/or the knowledge of a.o. psychology

Time and budget Classes can be reused

Time-consuming preparation Time-consuming evaluation of many individual achievements + additional time for moderating the course Frequent lack of resources for gamification, the necessity to adopt partial solutions

Numerous free IT tools

Participants’ behaviours The possibility to shape behaviours/attitudes of the recipients in the desired direction

Short-term effect; women can be discouraged (lesser drive to compete) Sometimes supporting anti-social behaviours

The increase of motivation and involvement of the recipients

Building the external motivation and limiting the internal motivation

From the point of view of the organisation Competitive advantage The image of a modern trainer/company

Fortunately, there are also many solutions which are helpful in gamification process, and they make it simpler, effective, and even impressive.

4 The workshop and toolkit of the player Important support for gamification process at school or at a university are concrete IT tools. Their use should not be a problem to anyone.

4.1 Gamification support tools – examples The gamification process is often carried out – especially at the pilot stage – without relevant interest and support (also: financial support) of the superiors (directors, university authorities, NGO or company boards). It creates the need to utilise first and foremost free technological solutions, which – with the considerable technological development – should not pose greater difficulties.

4.1.1 Content sharing and integration One of the facilitating tools is the integration of the content in one place. The course can be placed, e.g. on a free blogging platform Google Blogger (https://www.blogger.com/home), which can contain specific content like text, pictures or sound and video files. We can also create posts and make comments, which seems to be a good solution in the context of problem questions or other tasks. Its functionality is visible, e.g. in the personalisation option (e.g. through the use of graphic templates) or in the possibility to edit posts beforehand and set their date of publication. Another solution which allows for the integration of materials in one place is the “Padlet” board (http://pl.padlet.com/). It enables easy and intuitive edition of different content (photos, YouTube videos, documents, etc.), and their sharing with all or only a limited group (with/without the editing option). The board’s graphics can also be adjusted to our needs.

www.wse.krakow.pl

57 4.1.2 Activity tracking and results’ sharing One of more important elements which make the course more attractive and the participants more involved is the players’ access to the feedback. A good solution for tracking the activities and results sharing are functionalities available on, e.g. Google Drive28. It’s enough to use, e.g. spreadsheets (https://docs.google. com/spreadsheets/u/0/), and share the results with the participants with non-editable display option.

4.1.4 Additional elements

WordPress Achievements Plug-in Other helpful tools include WordPress Achievements plug-in.

QR Codes Quick Response codes are also worth using. They are graphics codes, like traditional barcodes, for saving specific content.

4.1.3 Gathering opinions, extracting answers A crucial element of the classes can also be peer feedback. The tool that supports it in a very approachable way is, e.g. Google Forms. They allow to create different types of questions, e.g. multiple choice questions, option fields, the choice of grading scale (e.g. 1–10). The forms can be easily shared and the results are compiled in real time in an automatic spreadsheet. While the form is being filled in, the progress bar can be visible, and the order of questions can be pre-set or random. This tool can be also used to gather opinions of the participants for the course. 28 See: https://www.google.com/drive/

Illustration 32. Blog creation in Google Blogger Source: https://support. google.com/blogger/ answer/1623800?hl=en (accessed: 14.11.2014).

QR codes can be created, e.g. with one’s logo and they can be used for many activities, e.g. for registering statistics, content presentation, or gathering likes on Facebook. Worth remembering, thanks to the so-called dynamic QR codes the encoded information can be edited or updated. Generating sample QR codes:

£ http://www.qr-online.pl/ £ http://pl.qr-code-generator.com/ £ http://www.generatorqr.pl/ £ http://qrcode.com.pl/

www.wse.krakow.pl

Illustration 33. An example of â&#x20AC;&#x153;Padletâ&#x20AC;? use Source: http://pl.padlet.com/ gallery (accessed: 14.11.2014).

Illustration 34. The use of Google forms for results tracking and sharing Source: Chris Hesselbein, Make an Automated Classroom Leaderboard with Google Forms: https://www. youtube.com/watch?v=3mi-_ W9W2cw&feature=youtu. be&app=desktop (accessed: 14.11.2014).

www.wse.krakow.pl

Illustration 35. Creating questions in Google Forms Source: http://www.google. com/forms/about/ (accessed: 14.11.2014).

At school or at a university, QR codes can be used to sign exam papers, which limits the risk of biased evaluation with regard to a particular participant. Another example is passing additional information to students or allocating points for being active.

4.2 Additional materials and information Because the gamification process is rather complicated, it’s good to peruse the available materials. The following sources are worth recommending:

4.2.1 Handbooks and publications Adams E., Game Mechanics: Advanced Game Design (Voices That Matter), 2012. Boinodiris Ph., Fingar P., Serious Games for Business: Using Gamification to Fully Engage Customers, Employees and Partners, 2014.

Burke B., Gamify: How Gamification Motivates People to Do Extraordinary Things, 2014. Dignan A., Game Frame: Using Games as a Strategy for Success, 2011. Duggan K., Shoup K., Business Gamification For Dummies, 2013. Gamification Market [(Consumer Gamification, Enterprise Gamification) by Deployment (On-Premise, On-Demand); Application (Marketing, Sales, Hr, Support, and Development); Size (SMB, Enterprise)]: Worldwide Market Forecasts and Analysis (2013–2018). Herger M., Enterprise Gamification: Engaging people by letting them have fun, 2014. Hunicke R., LeBlanc M., Zubek R., MDA Framework: A Formal Approach to Game Design and Game Research. Kapp K.M., The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education, 2012 Kumar J.M., Herger M., Gamification at Work: Designing Engaging Business Software, 2013. Marczewski A., Gamification: A Simple Introduction & a Bit More, 2013.

www.wse.krakow.pl

Illustration 36. Chosen functionalities of “Captain Up” application Source: http://www. wpsquared.com/engage-usersby-gamifying-wordpress/ (accessed: 14.11.2014).

McGonigal J., Reality Is Broken: Why Games Make Us Better and How They Can Change the World, 2011. Paharia R., Loyalty 3.0: How to Revolutionize Customer and Employee Engagement with Big Data and Gamification, 2013. Radoff J., Game On: Energize Your Business with Social Media Games, 2011. Sheldon L., The Multiplayer Classroom: Designing Coursework as a Game, 2011 Siadkowski J., Grywalizacja: Zrób to sam, Warszawa 2014.

4.2.2 Videotutorials Creating a Classroom Website with Google Sites: https://www.youtube.com/watch?v=YP0Kuzy_ Gzs Yu-Kai Chou & Gamification, http://www.yukaichou. com/video-guide/#.VCg1KxIbJAo

4.2.3 Portals, websites and virtual communities Platforma Kształcenia Społecznościowego WeLearning (www.welearning.edu.pl) Fanpage Gamifikacja Edu w serwisie społecznościowym Facebook: https://www.facebook.com/ GamifikacjaEdu Portal Grywalizacja24.pl o grywalizacji biznesowej: http://grywalizacja24.pl/definicje/ Gamification of Education, http://badgeville.com/ wiki/education

5 Summary Gamification is certainly one of key processes of today’s education and business. It is estimated

that by 2018 gamification market will be worth c. 5.5 mld USD (increase from c. 4.21 mln USD in 2013)29. The process usually requires deeper reflection on the classes, course or some other area, and the analysis of the most important pros and cons. The discussion over the gamification of courses and classes raises the voices claiming that the process is usually limited to the application of various badges, points and trivial competition. This is why gamification is sometimes called pointification. Others notice that a considerable part of game mechanisms and elements is taken from old-fashioned computer games or simplified psychology. While it is true that gamification is not always an optimum and it is not always properly conducted, it seems hard to deny the obvious advantages of the process. Worth underlining is that although the implementation of a full gamification can be time-consuming and difficult, a partial use of game elements and IT tools can definitely make classes more attractive and it shouldn’t be a problem even to nonadvanced users. If we care not only about the content, but also about the attractive means of delivery and the maximum participants’ involvement, gamification seems a really good solution, especially for the more ambitious and demanding teachers/trainers, but it is likely that the readers of this handbook belong to this group. 29 See: http://www.marketsandmarkets.com/PressReleases/gamification.asp (accessed: 20.11.2014).

www.wse.krakow.pl

6 Bibliography 6.1 Articles Moliński W., Pawlak R., Jak uczynić z pracowników ambasadorów firmy, Harvard Business Review Polska, lipiec–sierpień 2013, s. 42–47.

6.2 Web sources http://www.thefuntheory.com (accessed: 02.11.2014). Janigacz M., Gamifikacja, grywalizacja czy gryfikacja?, http://313consulting.org/blog/index.php/gamifikacja-grywalizacja-czy-gryfikacja/ (accessed: 02.11.2014).

Macleod D., Volkswagen Speed Camera Lottery, 06.2011, http://theinspirationroom.com/daily/2011/ volkswagen-speed-camera-lottery/ (accessed: 02.11.2014). Mochocki M., Gamifikacja akademicka PL, https://sites. google.com/site/michalmochocki/edugamifikacjapl (accessed: 02.11.2014). Mochocki M., Gamifikacja szkolnictwa wyższego: obce wzorce, polskie perspektywy, http://www.slideshare. net/BILUSZ/gamifikacja-szkolnictwa-wyszego-obce-wzorce-polskie-perspektywy-14413868 (accessed: 14.11.2014). Mochocki M., Higher-Ed, Heritage&Applied Gaming, http://mmochocki.blogspot.nl (accessed: 02.11.2014).

www.wse.krakow.pl

IV. Bliskie SPODKAnia.

A game in the field of creativity and innovativeness Monika DYMACZ-KACZMARCZYK

You can download all the game materials, in the resolution allowing you to print them on your own, at: http:// www.wse.krakow.pl/pl/ projekty-dla-otoczenia/ uczelnia-dla-gospodarki/gryf/growe-granie. In case of problems with downloading the files or any other doubts or questions, you can always contact us at: grywalizacja@wse. krakow.pl

In this chapter we wish to present you a game enhancing participants’ innovative thinking skills. Based on a funny metaphor, the game offers an entertaining experience that will allow learners to gradually release their minds of preconceived ideas and fixed thinking patterns. They will start to see more, notice new possibilities, challenge the status quo of reality, experiment and create associations more freely. This, in turn, will make it possible for them to come up with imaginative ideas and achieve better results as they play. All of their ideas will be conceived within a reality created especially for the game’s purpose – a simulation of the immediate world around us. If they come to understand this reality well, they will know how to develop perfectly tailored solutions. And why will each participant strive to achieve the best possible result? Because the game seeks to foster a sense of healthy rivalry, encouraging players to make a much greater effort when compared to standard training environments. By incorporating the game into your coursework, you will provide participants with an exciting, highly motivating and unforgettable learning experience, which will surely make them remember your classes for a long time. And why have we chosen this particular game?

1 Reasons for designing the game 1.1 “Change alone is unchanging” Innovation is nowadays the key to success for companies, organisations and other business entities. Companies continually emphasize its importance, presenting it to customers, suppliers and business partners, as an essential part of their mission statements and one of the main ideas underlying their strategies. The need for innovation stems from the profound transformations of the contemporary world. An ever faster technological development, new organisational solutions and an increasingly fierce competition between enterprises all cause that an attractive price or good quality are no longer enough to exceed. Companies have to do much more than concentrate only on internal processes, reducing production costs and using traditional marketing methods. And they always have to remember that their very existence is, to a great extent, determined by the pace of changes taking place in the business world. Indeed, we have to stimulate innovations that will allow us not only to adapt to the fast-changing business environment, but also to react to, and even prevent, changes within it. Thus, if a company wants to count and make progress, they need to accept the fact that achieving long-term results requires adopting innovations and improvements. Indeed, if they fail to do that, they will be quickly left out or completely eliminated from the market. The fundamental question to be asked, then, is not whether to implement changes but how to do

www.wse.krakow.pl

63 that in a creative way. Finally, the whole change implementation process should be facilitated by a favourable organisational culture.

1.2 From an idea to an innovation The idea of “innovation” has triggered many discussions. Where does innovation begin? Is it synonymous with “creativity”? How novel, imaginative and breakthrough an idea needs to be to deserve being called “innovative”? According to the accepted definition, innovation is the use of a new, or significantly improved solution with regard to a given process, product (a good or a service), a company’s marketing or organisation strategy. Importantly, “innovative” is a term that can be used to refer not only to enterprises working out solutions new to the entire world, but also enterprises that facilitate solutions which haven’t been adopted in a given country or organisation before. Therefore, innovation doesn’t always entail sheer novelty, and the very fact of a change being new to the person, group or organisation in question is sufficient to regard it as an innovation. On the other hand, discovering something new or conducting research on a new solution alone are not innovations. This is rather what we call creativity. We’re putting forward new, original ideas, but we haven’t entered the implementation phase yet. Actually, we still haven’t even tested the ideas. At this point, our idea is not an innovation, but it has a potential for becoming one. An enterprise that is already adopting certain new solutions, but is not working on developing new ones, is not innovative either because innovation is a process, and not just a one-time activity. A large repertoire of ideas is always needed, part of which eventually become transformed into innovations. And this is why it is so crucial that we teach each and every participant how to be innovative.

1.3 A treasure trove of ideas Creative potential resides not only in members of the managerial staff, but in every single employee, independently of their position in the company’s hierarchy. It happens very often that

they have some ideas on how to improve the efficiency of their work, get rid of unnecessary activities, enhance the existing processes, or raise the quality of the offered products/ services. The point is how to encourage them to undertake a creative effort and share their suggestions with the board of directors.

2 Educational assumptions for the game The game simulates the idea-generating process that in real life precedes the implementation stage, this is to say the actual innovation. In a metaphorical way, it also touches upon the issues of bringing ideas to life, considering various business aspects, and selling ideas to prospective sponsors. For the purpose of the game, participants are divided into teams and go through six stages, experiencing the process of creating work and transforming the most abstract ideas into detailed innovation implementation plans. Chosen creative problem-solving methods are employed at particular stages of the game so as to provide a proper space and atmosphere for creative activities. These methods allow participants, often unaware of that they’re using typically business tools, to create truly creative things. The adopted tools should be thoroughly discussed during the workshop phase with reference to the provided theoretical content and players’ practical experience. Finally, the summary part ought to encourage participants to take advantage of various creative teamwork methods in their professional lives. By giving participants an unconventional task, its rules, the used materials (colourful boards, cards and forms), its interdisciplinary character (novelties, trends and many types of information included), and by teaching how to compete, the game obliges players to exercise their minds, improve their creativity and become more open to any received information. Each game means participants’ full involvement, rivalry and cooperation, but also a lot of fun and friendly, positive atmosphere allowing everyone to open to creativity.

www.wse.krakow.pl

3 Bliskie SPODKAnia game – instruction for participants

The following guidelines and requirements were formulated: TO P IC : T H E DEVE LO P M E N T P RO J ECT OF T H E AR E A L E FT AFT E R S P O DE K

3.1 General information for participants

Assumptions The project has to meet 3 main criteria: • be innovative, • be profitable, • be useful.

3.1.1 Introduction

Additional criteria: in progress.

The European Commission for Space Research decided to take some measures after an unusual event had taken place in the centre of the city of Katowice. No longer than a week ago, because of a group of unidentified offenders the Spodek (“saucer” in Polish) arena, commonly regarded as one of the main symbols of this Silesian agglomeration, was closed down. A specially appointed International Committee for Space Research announced that Spodek had been stolen by aliens, the inhabitants of the 7RWX12 galaxy. It is precisely in the vicinity of the latter that the available telescopes recorded our Spodek being dragged by several Unidentified Flying Objects. As suggested by the scientists forming a part of the Committee, the Aliens must have come to the conclusion that Spodek was one of their lost spacecrafts. Since it’s impossible to contact the ones responsible for its disappearance, the inhabitants of Silesia may find it extremely difficult to quickly regain the symbol they were unexpectedly deprived of.

3.1.2 Contest for innovation In response to this event, the city’s authorities launched an immediate and large-scale action. Having drawn up a detailed recovery programme, they were offered support and substantial help by the European Union. The core idea behind this programme is to develop, in the best possible way, the empty area left after the Spodek thanks to financing from the European compensation fund. The entity responsible for the implementation of the initiative is the Ministry of Innovation, operating on behalf of the City Council. In an attempt not to waste precious time, and under strong pressure from both the European Union and the inhabitants of the Silesia region, the Ministry decided to hold a competition for an innovative development of the area left after Spodek’s disappearance.

Prize for the best project: 250,000 EUR. Time to submit a project: within 1 month as of application. Entities eligible to take part in the contest: creative project agencies registered in the Republic of Poland.

3.1.3 Creative agencies The best Polish agencies entered the contest.

You are a creative team working for one of them. Your company fervently hopes that you will win the competition, the more so that, for the first time in many years, the prize to take is so high. If you win, it will be possible for your company not only to dynamically develop but also to start operating abroad. The first prize would also mean reinforcing your position on the Polish market and a big step towards many lucrative contracts. As a creative team, you already have considerable expertise in creative problemsolving and developing new solutions based on creative thinking tools and techniques. You also possess the skill of transforming creative ideas into real-life innovations and know how to present their future benefits in such a way as to ensure that they meet the investors’ expectations. This is how you usually work and plan to work this time as well. Both strong competition and a highly prestigious character of the contest motivate you to do your best.

3.1.4 The game’s stages You have one month (approximate time in the game) to develop your project and submit an application. Preparing a project in conformity

65 with the provided guidelines requires going through six clearly described stages.

aimed at collecting any information necessary for compiling a report to be used by potential investors. For the report’s most important passages, see the “Data on the Upper Silesian area” section.

It will be a responsibility of one of the experts working for the Ministry to monitor the competition and assess the work of particular teams, as well as to announce the beginning and end of each phase. For passing through some of the stages you will receive points, which will get you ever closer to the victory. The sum of points that you’ll collect during all the stages will have an influence on your final result. The details of the point scoring system can be found in instructions for each stage of the game.

3.2 Instruction for participants – the game’s stages 3.2.1 Stage I: “What is what?” First, decide on the name for your agency. Then, write it down on a self-adhesive, together with the names of all team members. Have a look at the board of the game in front of you and stick the note to the area indicated on the board with number 1 (“Firma/Udziałowcy” – Company/ Shareholders).

At certain points of your work you’ll receive information on trends and recent innovations in the country and other parts of the world compiled in the form of a news-sheet. The extent to which you will consider this data while developing your project will also determine the final assessment.

Now, have a close look at the main trends listed on the board and most important passages of the “Data on the Upper Silesian metropolitan area” report attached to the materials.

3.1.5 The state of the Upper Silesian metropolitan area – additional information

You have 15 minutes to do that.

In order to provide the contest participants with a comprehensive account of the state of affairs observed in both the city of Katowice and the entire Upper Silesian area, a research was commissioned during the pre-contest phase

at is what? Wh

It’s crucial that you go through all pieces of information (including the trends) that you’ve received because they may turn out useful later on.

material

type of activity

target receiver

Result of the drawing:

a ll

rules of d by the still be guide rds production towa world will In 2020, the including the trend hand, will be obli. my, other market econo Companies, on the frequently than todayes g., and chang outsourcin rate more closely g force of rs. To the drivin secto ged to coopesector will become other enmodel for ics onment-fri The logist will serve as a role ensure envir r amounts of and, as such, energy costs and invest bigge optimizing prevent high logistic firms will orks and netw ics, transport dly logist developing money in ioning. their funct

The board of the game

mysł:

Nasz po

Illustration 37.

go ld en

sor

th ou gh

go ld en

th ou gh

Bliskie SPODKAnia Not o

I n p u rs u it o

od i

in of people living the great majority g countries will developed or developin online, while 3 bilbe constantly present d will have establishe lion entrepreneurs only on the Web. businesses by operating continually growing Our life pace will be but actually in all – not just in business, for flexibility and other aspects. Demand be ever higher. y will continuous availabilit

e i n a m illi o

Online business

will be of great Environmental issues the future, but not at significance in the time. Consumers will cost of the delivery availability of all require an immediate well as greater as products and services, comprehensive more transparency and n on the part of supreal-time informatio will, naturally, pliers. Such an approach of Internet. In 2020, increase the role

t gol den tho ugh

Appel: “Today a label on a jar informs us about the caloric value of the jam inside. In 2020, on the other hand, we’ll most probably read from it how much of CO2 was emitted during its production and transport. Consumers will be ready to pay more for ecological products and services, which may improve the quality of environment protection standards.”

Though terrorist attacks and global pandemics are commonly believed to be the greatest dangers of the future, experts agree that they will be gradually the financial and technolog blocked thanks to ical development. The same is true of the world’s population Respondents from . Asia firmly believe that birth control will efficiently in the number of people stop the increase many of them estimatingliving on our globe, that the world’s population will eventually amount to around seven-eight billion. However, the majority of the surveyed from other parts of the world are convinced that the world’s population will be still growing and with it, the use of resources.

Climate changes and CO2 emission

On the p

ll at

World’s populatio n still growing?

istics

fficient log

Energy-e

Company/Shareholders:

ole host of id wh e

www.wse.krakow.pl

66 3.2.2 Stage II: “Not off the wall at all” Here is where the actual work begins on developing the area left after the Spodek arena complex. To create grounds for coming up with ideas, we’ll use a very specific method. Describing a new enterprise requires taking into account a wide range of aspects. Following many analyses, the Ministry decided that the evaluation of projects will be based on three categories, which they believe to be most crucial:

£ material (what it is made of ) – e.g. linen £ type of activity (See: the Polish Classification of Activities) – e.g. fishing target receiver (who it is designed for) – £ e.g. secretary Your task is to think of the biggest possible number of keywords that would suit these categories. You should put all of them on selfadhesives (one keyword = one self-adhesive) and stick them under appropriate categories enumerated on the Card of Categories (Karta Kategorii) prepared in the form of a flip chart card. To help you fulfill this task, you’ll be given the following materials:

£ CARD OF CATEGORIES featuring several columns, where you’ll be placing your keywords; £ self-adhesives on which you’ll write your keywords down – there can be only 1 keyword on each of them. Remember: the more keywords you invent and the more original they are, the better! Keywords will be counted and evaluated by a group of experts. You will receive 1 point for every 5 keywords. The time for completing this task is 20 minutes (the experts will tell you when to start) after which the selection of keywords will take place by way of a draw to be carried out in accordance with the experts’ suggestions and the rules included in the instruction presented below. You will be rolling a 10-sided die. The result of the first roll will constitute the first element of

the keyword’s number, while the second one – the second element of a double-digit number. The number created in this way will compose your keyword. If the number is bigger than the total number of keywords in a given category, you should add the results of two rolls, the result being your final number. We repeat this procedure 3 times (for each category). As a result, you’ll get 3 keywords (one from each category) to use during the next stage. Finally, you have to write down your three keywords on self-adhesives and stick them onto the place indicated on the board.

3.2.3 Stage III: “A whole host of ideas” What you need to do now is to come up with the biggest possible number of ideas relevant to the topic of how to develop the area left after the Spodek arena. At the same time, your ideas have to be consistent with and inspired by the three categories that you rolled during the previous stage. Take notes of your ideas on the Card of Ideas. This stage is supposed to last 30 minutes. During this time a news-sheet (1) will be available to you, including a description of the current trends and other information that you might find useful. If it happens that you suddenly run out of ideas and need some stimulus to continue working, the news-sheet may turn out to be a great source of inspiration… The more ideas you have that will meet all of the mentioned criteria, the closer you’ll get to winning the contest. You’ll be awarded 2 points for each idea. The number and quality of the presented ideas is to be evaluated by the experts.

3.2.4 Stage IV: “One in a million” Have a look at the ideas that you’ve come up with and think which of them meet to the greatest extent the following criteria:

1. is innovative (a necessary condition!), 2. brings benefit to the city – profits produced as a result of the implementation of the

www.wse.krakow.pl

67 idea will exceed the costs that will have to be covered, 3. has a practical value – the idea will be of use and will be possible to employ in real life, 4. is a new symbol of Katowice – the idea is original enough to be widely associated with the city, 5. meets the expectations of the city or the entire province – is in line with the objectives formulated in the document on the state of the Upper Silesian metropolitan area, 6. is interdisciplinary and reflects the trends that have been presented to you at the beginning of and during your work, i.e. the idea brings together several spheres of life that have traditionally been discussed separately so far, 7. has a global scope – it will be possible to bring this idea into life anywhere in the world.

To earn the biggest possible amount of points, you should carefully complete the Competition application form attached to the received materials, following the instructions. Then, get yourselves prepared to give a presentation during which you’ll put forward your idea and suggest a form of visualizing it. It will be verified at this stage whether you’ve correctly completed the application and if the form of contest criteria has been attached. Both the application and the criteria form will be assessed by an expert. If you properly fill in particular sections of the form, you’ll be awarded points:

£ for completing points 1 and 2, you’ll receive 1 point for each;

£ for completing point 3 you may be awarded To allow the assessment of the compatibility with the criteria, please fill in the Form – contest criteria that you’ve received as part of the materials. You should provide the name of the idea and point out the fulfilled criteria by marking the “YES” square if your idea meets a given criterion, and “NO” if it doesn’t. To make the fifth and the sixth criterion more specific, please list in the spaces provided all the trends and needs from those mentioned in the game that you’ve taken into account while generating a given idea. At this point, in order to earn extra points, you may receive an additional news-sheet (2) offering potentially useful information. For each fulfilled criterion, trend and need, you’ll be awarded 1 point. Remember that you have to be able to justify all the choices that you’ve made while filling in the form. Keep it because you’ll need it during the next stage.

from 0 to 3 points depending on the number of sentences including strong arguments. If you exceed the maximum allowed number of sentences, you’ll receive zero points; £ for completing point 4 you may be awarded from 0 to 10 points depending on the number of sentences including strong arguments. If you exceed the maximum allowed number of sentences, you’ll receive zero points; £ for completing point 5 you may receive from 0 to 7 points, i.e. 1 point for each adequately justified criterion; £ for completing point 6 you may be awarded from 0 to 5 points, i.e. 1 point for each phase of the plan that’ll make sense; £ for visualization you may receive from 0 to 10 points. You have 30 minutes to prepare your applications, including visualizations. Each presentation can last up to 3 minutes.

3.2.6 Stage VI: “On the podium” The time for completing the stage is 20 minutes.

3.2.5 Stage V: “In pursuit of a sponsor” It’s time to specify more precisely the idea that you’re planning to put forward in your competition entry and prepare its visualization.

Your task at this stage of the game will be to evaluate, according to your own feelings, the works of other teams. You should write the results of your assessment it the Ranking Chart that forms part of the material file. In the first line put the name of the company whose idea you regard as the best one; in the second line, the

www.wse.krakow.pl

68 company that you’ve ranked as second; and in the third line, the company that, in your opinion, deserves the third place. It’s very important that you forget about your own idea while evaluating those of the others.

4.1.1 Basic information From the point of view of investors, Upper Silesia is a highly attractive region due to:

£ its location in the central Europe; £ a well-developed transport and

You have 10 minutes to do that! During this stage the idea will be chosen for which the winning team will be granted the first prize. The choice of the winner will be based on:

£ formal assessment to be carried out by the experts throughout all of the contest’s phases. £ substantive, and partially subjective assessment on the part of other teams taking part in the competition. These two components will bring about the final result.

communication infrastructure; £ a great number of academic centres; £ high demand for a well-qualified workforce; £ a market of around 5 million inhabitants; £ many possibilities of establishing a cooperative or trade collaboration with companies operating in the region. 4.1.2 Unemployment The unemployment rate in the Silesia province has been systematically decreasing. In 2011, it amounted to 13.5%, in 2012, to 11%, and now it is 9.2%. From among all the Silesian cities, the worst situation in this respect can be observed in Świętochłowice and Bytom.

4 Materials accompanying the game – for participants 4.1 Data on the Upper Silesian area Presented below is a comprehensive account of the state of the Upper Silesian metropolitan area (parts of the report).

Interestingly enough, the number of the unemployed aged from 25 to 34 (every fourth unemployed in the Silesia province belonging to this age group) is relatively high. Out of all unemployed, the great majority are persons who have only completed primary or middle school education, constituting one third of the group in question. Only 6% of the unemployed have completed higher education.

450000 400000 350000 300000 250000 200000 150000

Illustration 38.

100000

The number of employees in particular sectors in the Silesia province

50000 0 manufacturing

Source: own source based on the data from Central Statistical Office of Poland

trade and services

real estate services

transportation, storage and telecomunication

construction

financial services

hotels and restaurants

www.wse.krakow.pl

16 14

14,1

12 11,1

10,5

9,9

9,8

Małopolska Province

Wielkopolska Province

8 6

Illustration 39. Unemployment rate in several important provinces – as of May 2012

4 2 0

Source: own source based on the data from Central Statistical Office of Poland

Lower Silesian Province

Silesian Province

Masovian Province

120 public

100

non-public 80

total

Illustration 40.

The number of public and non-public high schools in particular provinces

20 0 Lower Silesian Province

Source: own source based on the data from Central Statistical Office of Poland

70% 60% 50%

Małopolska Province

Masovian Province

Silesian Province

Wielkopolska Province

IT technical economics linguistics

40% 30%

Illustration 41.

20%

Universities by profile in selected provinces

10%

Source: own source based on the data from Central Statistical Office of Poland

0% Lower Silesian Province

Małopolska Province

Masovian Province

Silesian Province

Wielkopolska Province

www.wse.krakow.pl

70 4.1.3 Education 58 high colleges and universities are operational within the Silesia province, which comes as the second biggest number after the Masovian province. The Silesia province boasts the highest number of IT schools, which constitute 35% of all the schools operating in the province. Compared to other five provinces that have been taken into account in this research, the Silesia province also enjoys a great number of graduates – around 45,000 persons, taking up the second place after the Masovian province, with a total of around 69,000 graduates.

£ availability of skilled personnel ready to work at various levels of the organisational hierarchy.

Logistics and forwarding It is possible for the representatives of this sector to:

£ take great advantage of the infrastructure of the Upper Silesian metropolitan area;

£ find skilled personnel here; £ establish collaboration with academic centres and, as a result, find potential employees and trainees/internship holders at universities such as University of Economics in Katowice or the Silesian University of Technology.

R&D 4.1.4 Summary Market opportunities and well-qualified prospective employees can be found in this region by companies from the following sectors:

£ Business Process Outsourcing, £ Production, £ Logistics and forwarding, £ Research and Development

To those who invest in this sector (either in IT or trade) the Upper Silesian metropolitan area offers:

£ an intellectual base for establishing contacts with academic centres and the investors who are already active on this market; £ highly qualified engineers; £ a broad repertoire of new technologies.

Provided below are short descriptions of each of them:

4.2 Game board and trends on the game board

BPO

4.2.1 Climate changes and CO2 emission

The Upper Silesian metropolitan area is characterized by:

£ a huge potential of human resources; £ the possibility of flexible human resources management depending on investors’ current needs; £ a high level of employees’ mobility within the region; £ a wage rate perfectly adjusted to the specificity of the sector.

Production The Upper Silesian metropolitan area is attractive for persons working in this sector because of:

£ the proximity of sub-suppliers; £ a high availability of consumers; £ the availability of employees with experience of working for international organisations;

Many regard climate changes as one of the biggest challenges to be faced by the world in the future. Predictions are being made that within several years purchase decisions will depend not only on the brand, quality and prize, but also a given product’s or service’s environmental impact is to become equally important. In words of Frank Appel: “Today a label on a jar informs us about the caloric value of the jam inside. In 2020, on the other hand, we’ll most probably read from it how much of CO2 was emitted during its production and transport. Consumers will be ready to pay more for ecological products and services, which may improve the quality of environment protection standards.”

71 at is what? Wh

material

type of activity

target receiver

Result of the drawing:

ffic

a ll

rules of d by the still be guide rds production towa world will In 2020, the including the trend hand, will be obli. my, other market econo Companies, on the frequently than todayes g., and chang outsourcin rate more closely g force of rs. To the drivin secto ged to coopesector will become l for other enmode ics role onment-fri The logist will serve as a ensure envir r amounts of and, as such, energy costs and invest bigge optimizing prevent high logistic firms will and networks ics, transport dly logist oping devel money in ioning. their funct

Online business

will be of great Environmental issues the future, but not at significance in the time. Consumers will cost of the delivery availability of all require an immediate well as greater as products and services, comprehensive more transparency and n on the part of supinformatio real-time will, naturally, pliers. Such an approach of Internet. In 2020, increase the role

On the p

wa mysł:

Nasz po

Game board

Bliskie SPODKAnia

Illustration 42.

f Not o

I n p u rs u it o

od i

t gol den tho ugh

go ld en

sor

th ou gh

go ld en

th ou gh

Climate changes and CO2 emission Many regard climate changes as one of the biggest challenges to be faced by the world in the future. Predictions are being made that within several years purchase decisions will depend not only on the brand, quality and prize, but also a given product’s or service’s environmental impact is to become equally important. In words of Frank

ll at

World’s populatio n still growing?

Though terrorist attacks and global pandemics are commonly believed to be the greatest dangers of the future, experts agree that they will be gradually the financial and technolog blocked thanks to ical development. The same is true of the world’s population Respondents from . Asia firmly believe that birth control will efficiently in the number of people stop the increase living on our globe, many of them estimating population will eventually that the world’s amount to around seven-eight billion. However, the majority of the surveyed from other parts of the world are convinced that the world’s population will be still growing and with it, the use of resources.

e i n a m illi o

Energy-e

Company/Shareholders:

ole host of id wh e as

ics ient logist

www.wse.krakow.pl

Source: own source.

4.2.2 Energy-efficient logistics In 2020, the world will still be guided by the rules of market economy, including the trend towards production outsourcing., Companies, on the other hand, will be obliged to cooperate more closely and frequently than today. The logistics sector will become the driving force of changes and, as such, will serve as a role model for other sectors. To prevent high energy costs and ensure environment-friendly logistics, logistic firms will invest bigger amounts of money in developing transport networks and optimizing their functioning.

4.2.3 Online business Environmental issues will be of great significance in the future, but not at the cost of the delivery time. Consumers will require an immediate availability of all products and services, as well as greater transparency and more comprehensive real-time information on the part of suppliers. Such an approach will, naturally, increase the role of Internet. In 2020, the great majority of people living in developed

or developing countries will be constantly present online, while 3 billion entrepreneurs will have established businesses by operating only on the Web. Our life pace will be continually growing – not just in business, but actually in all other aspects. Demand for flexibility and continuous availability will be ever higher.

4.2.4 World’s population still growing? Though terrorist attacks and global pandemics are commonly believed to be the greatest dangers of the future, experts agree that they will be gradually blocked thanks to the financial and technological development. The same is true of the world’s population. Respondents from Asia firmly believe that birth control will efficiently stop the increase in the number of people living on our globe, many of them estimating that the world’s population will eventually amount to around seven-eight billion. However, the majority of the surveyed from other parts of the world are convinced that the world’s population will be still growing and with it, the use of resources.

72 4.3 Card of Categories

CARD OF CATEGORIES APPLICATION (what it will be used for)

RECEIVER (who it is made for)

10.

11.

12.

11.

12.

11.

12.

13.

14.

13.

14.

13.

14.

15.

16.

15.

16.

15.

16.

17.

18.

17.

18.

17.

18.

19.

20.

19.

20.

19.

20.

4.4 Card of Ideas

CARD OF IDEAS Companyâ&#x20AC;&#x2122;s name:

Ideas:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

www.wse.krakow.pl

MATERIAL (what it is made of )

www.wse.krakow.pl

73 4.5 News-sheet (1)

DKA 1 Bliskie SPO

News-sheet_

nia

are the e the balconies, the hall, abov are more tions. the double walls noise and vibra reason why outside background ction against below the large springs than just prote They also allow pen For instance, tion. dam vibra will dation noise and stics and to structure’s foun What is more, control acou tions. musicians to orchestral ground vibra ned rently for an halls were desig set them diffe a solo artist two concert r concert or s within me concert, a choi ent “building walls will beco and as independ In a way, the al. separate walls recit with g”, surrounding create a buildin rete barriers ntic sound box conc giga a also ble Dou was frames. cancelling hall. The roof ntly under stics e capable of the concert curre acou spac ise ing, nal prec (with build inter 70 dB enable be the The Silesium louder than designed to slabs which in Katowice, will out any noise e which rete acoustic construction threshold abov control. Conc e can be y hall in Poland. 70 being the but also 250-metre scen largest symphon silhouette will house unpleasant, hang over the l engines le noise is not only the eyes red using smal Silesium’s simp tions. “If room. rd). Hidden from moved or lowe rt acoustic solu of sound in the a health haza bers he-a path cham the -of-t , e the e plan state s, thes to shap take care of according to of the spectator ert halls’ ld also like to conc wou the or of everything goes be held in 2013,” Koni fifth Mr undings. will account for a t important immediate surro grand opening or, Silesium’s main But the mos the building’s ity it with gardens Koni total floor area. acoustics qual t to surround l, said Tomasz wan ssing smel “We asse like criterion for ert halls idual senses, designer. t modern conc exploring indiv What kind of be is echo. In mos ,” he explains. ed in ded – echo can taste or sight The designer – Silesium inclu building is locat those hide? eable shutters Because the house mysteries will with a large will d thanks to mov area, taste rolle the of noisy cont en een gard a particularly c openings betw says that the ts. several fast-traffi located in the and restauran stic chambers s roundabout, several cafes and the acou and railway track concert hall uced. The roads, tram lines ber sound is prod corner, a num in which the r part of to just around the ed in the uppe ions will have apertures, locat the of bespoke solut el out nted to canc be impleme

Huge invest

In perfec t isolation

Why do

z eB ra S

? have str ipes

a’s stripes that the zebr ing Some believe ouflage, mak form of cam constitute a to notice other animals it difficult for explanation ntly, a different lar popu them. Yet rece non has been of this phenome stripes rchers, i.e. that among resea r predators lions and othe as actually blind a herd of zebr possible for and make it her. anot one to recognize

SS ID G l a l Iq Uer ything

will protect

News-sheet_

ment in K aT

1 Bliskie SPO DKA

oW IC e

nia

Pyramid in Pa

640 million zloty s – this is an estim cost of the “Stru ated without unpl cturing the wast easant ewater management ter soaking throu smell and wastewain the city of Katowice gh to rivers. With – Stage II”. one Is the eiffel Towe new wastewat of the city’s bigg the r retiring? Wha er system the posed to beco est investment proje t is supproblem will me the new also disappear cts of this type symbol of Paris of wastewater , it’s being carried out by is a gigantic causing glass pyramid permeations, the Katowice full of posing a threa Water and shops and resta Wastewater Infras t to buildings urants. The cons offices, and epidemio tructure and logic truction of is supthe building posed to be com al safety. The is planned to main outcome project’s pleted by 2015 be will be the inclu com company will . The in pleted four years only. sion to the public drain be granted 191 a 50-storey pyra age system of: million zlotys from the will consist of mid • around 7,000 Cohesion Fund cubes of diffe inhab . The rest rent sizes, of the money some of them needed for the used home septi itants who have to be glazed proper and to feature terra c tanks so far, management around ces offering brea others of the wastewat 60,000 inhab itants whose er system th-taking views of the will be the com sewa city. ge be pany’s own resou The bottom will properly man part of the building will aged and direc a loan from the rces and be formed by ted to the sewage treat european Inves an elongated tment ment plant and Bank. The proje rectangular, a shape that is ct’s first stage directly to sewa not supposed to , realized in facilitate the ge receivers, 2002–2008, enta process of accu like it has been till now iled the cons mulating solar , and truction of and wind ener a sewage syste • around 50,00 gy, as well as m in the city to cent 0 the pyramid inhabitants who cause that the moderniz re and will not steal ation of the mun se sewage will be trans sun beam other buildings. icipal sewported from ers located with sewage The interior offic s from treatment plant in the zawodzie s not meeting e surface The second stage district. will amount the eU’s standards to to 88,000 squa consists in the the one mod re metres. struction of a The ground floor conernized as wastewater syste part of the proje and other lowe m in other ct. Following parts of Kato will r floors be hom e to a number that, the wice, as well quality of both as the renovaof shops and groundwater tion of two sewa restaurants. a and special glaze face water will surge treatment d lift located be improves plants – in Panewniki and in the northern in: • the river basin Podl facade will take of the river oder to a panoram part of this stage esie. Constructed as visitors a terrace at the , where the estuary of of the project the river Kłod very top of will be the building. 161 km of a storm nica is also While travelling located – the water system, receiver of the up there, it water overflow will be possible 5 stormsewage from the Pane structures and for one to adm wniki sewage 23 sewage tiful views, inclu ire beaupumping. The treatment project’s obvio plant, ding the one us objective of the eiffel Tower, which is to provide the inhabitant for a long time • the river basin s of Katowice hasn of the Vistula with an easy, ’t been acce pted by the city’s river, where comfortable the estuaries inhabitants. The and environof the ment-friendly building is calle way of sewage located: the rawa following rivers are d by architect disposal by s a vertical connecting all river – the recei city beca use it’s crossed wastewaters of the sewage ver by a series of to the public from the Giga drainage syste vertical and horiz blok m directing sewa ment plant, the treatontal commun routes. apart Mleczna river ge to the sewage treat ication from several – the ment plant. It receiver of the lifts of different is also imporsewage from tant to avoid velocities, the the Podleincreased fees sie sewage treat pyramid will for disposing also feature many passagew ment plant, and of untreated waste after 2015 ays bringing Brynica river the to mind little – the receiver . The instreets and cosy vestment will of the sewensure every age alley from s so the typic day existence Dąbrówka Mała al of Paris. sewage treatment plant .

of surface with es cover any type : it’s enough to of all types, as well as to virus ing discovery dirt A ground-break it resistant to silica to make a thin layer of Materials and bacteria. ute for New

ruecken Instit id nano rs from the Saarb , small amounts of “liqu the researche pany s of art, pieces according to Nanopool com buildings, work atives of the seeds. r anything from and represent g with their be used to cove to plants, alon ent soon tools pend will ” ical inde glass and surg out by floors, clothes ry tests carried works! of furniture, yet prelimina nano glass really a sci-fi movie, suggest that all It all looks like ts clien potential of the world’s There are seve institutions and one a): (silic ral ways in whic ical silicon dioxide h seed can be scattered ly harmless chem ists in using . Some get sprea s yet complete nology cons Materials along with fruit. d in sand) and The new tech d ute for New (it can be foun an animal eats ruecken Instit of 15–30 a fruit and the such most abundant ing for the Saarb layers of silica consisting work seeds are pass lars pure Scho ed out of . They use its body with compound. r surfaces with an hair) each excre idea to cove hum the a ing men of with ts. The fruit of for creat thickness some plants, came up less than the on the other tum forces allow hydrophobic that it 500 quan adm (i.e. the rs e, hand is cules drive completely dry, , when mole emphasiz . Besides, it 25% of American SMSs while driving. burst and scatt and, as they ermeable layer er the seeds in all direc silicon dioxide. read and oxygen-p tions. other, they write or less, flexible like nuts, are collected a visible, harm r. and stored by n’t absorb wate s are animals. There are also and so does ts being really in 75% of corp plants that featu d, their resul number In Great Brita nano glass to the USa the re “hoo been conducte used in special dy ra ks” while allow alrea , anka ing them to ersity of cremated tests have one year wan 35% since stick to the a number of in Milet. after rs from the Univ from 25% to dering animal’s Bey Mosque 2008, researche has increased emitting coat or fur. Final inside the İlyas the seeds of promising. In ation means ly, the dandelion e and marbles 2000. each crem atmosphere, from dirt. and the maple are so protect the facad to the earth’s protects them ctly ng light ideri perfe 150 kg of Co 2 that still cons they get sprea with wind. and a half it many are now d d which is why bodies in liqui y of freezing them. the possibilit ing crush , only then nitrogen and

How do scatter seeds Pl aN TS ?

W o rl D in numbers

Designer’s

To U C H

Safe, easily clean ed and really efficient! The family of air Multiplier ventilators designed by the Dyson com pany has recently gained two new floor models. obvi ously, neither of them features fan blades. Impo rtantly, they suck a relatively small amount of air. If you want to see with your own eyes how they work in practice, just YouTube for search “air Multiplier .”

whisk ers Unique The harbour seal (Phoca Vitul ina) is as good as dolp hins in detecting just movements the of a potential victim. To catch some fish for lunch they use an unusual dete ctor – whiskers, which allow them to smell “the trace s” left by a fish. Whis kers are very efficient even in wate r is churned up. one of the experime nts carried out by the German scien tists Dr Wolf Hanke and his collabora tors from the rostock University featu red a seal whic h, with covered eyes and headphon es on ears, was follo wing a tiny subm its located in the arine distance of up to 40 metres from the animal.

4.6 Form – Card of Criteria

CARD OF CRITERIA Name of company:

Name of idea:

1. Does the idea meet the following criteria? (mark “yes” or “no”)*: a. is innovative £ yes £ no b. brings benefit to the city £ yes £ no c. has a practical value

£ yes

£ no

d. is a new symbol of Katowice

£ yes

£ no

e. meets the expectations (Which? List in point 3) of the city or the entire province?

£ yes

£ no

f. is interdisciplinary and/or reflects the trends (Which? List in point 2)

£ yes

£ no

g. has a global scope

£ yes

£ no

2. What type of press information have you used in your project?

£ £ £ £ £ £

3. What needs of the city or the entire province does the project satisfy?

£ £ £ £ £ £

* is in agreement with the definitions provided in the instruction

www.wse.krakow.pl

ris

74 4.7 News-sheet (2)

DKA 2 Bliskie SPO

News-sheet_

RY PLANETARE DAYCA

nd taken by a grou Can a picture image better than the telescope be rvatory? orbiting obse recorded by an

nia News-sheet_

e house to decide Leave it to th wer you need how much pod on Bornholm, two thousandbecoDanmeish rates rces, but gene energy resou with the conventional and biomass, n’t have any , solar energy go one Bornholm does would like to and using wind le holm citizens its power dem local renewab by cable. Born nearly half of en using s Swed gy need lied from to do all of their ener balance supp decide what to fying satis need nt and start first, they step further ty years. But to keep the curre twen sun gh next the enou in m was ly not sources with agement syste there is simp man and grid low is er part g pow when the wind houses takin lem, a smart ess this prob means that in the flowing. To addr trial basis. In practice, this gy supply. If on a depend on ener the washing umption will implemented ers run nt, energy cons ’t let its own until more in the experime te, the house simply won them to wait equa time, forcing system the same t the poin supply is inad at h r cells – at whic the dishwashe energy machine and turbines or solar only control rated by wind houses will not energy is gene devices on. The gy among neighbours. cally turn the ener will automati ibute surplus but also distr ce living consumption, will not redu ent agem gy man will be efficient ener inhabitants make sure that are, Bornholm iances and the The trick is to sed IBM softw household appl ks to cloud-ba the status of standards. Than nes to control tpho smar use ry. able to car batte -07-01 their electric Hołdys 2012 charge rate in rcza Andrzej Gazeta Wybo

PR OTOTYPE

tube. d up into a neat h can be rolle n onto LED display whic engineers reel the scree premiered a how h of a pencil. Sony recently video shows than the widt ’s presentation etres, i.e. less onal The company of four millim D), has 4.1 diag eter (OLE es diam a diod rast ratio a cylinder with light-emitting and has a cont gy e of organic million colours , the technolo The screen, mad , supports 16 rding to Sony 240 resolution screen. Acco inches, a 432x on devices with decent little in all, a very intends to work All :1. pany 1000 com of as the loped further, will be deve e. ns in the futur flexible scree

wers ured? Why are riflo b ghtly colo

and urs attract bees use bright colo the flower. y shades beca uced within t liquid prod come in man to flower, Flower petals nectar, the swee l from flower which feed on when they trave flower and pollinate it. and n, other insects polle ct host insects colle the pistil of the Furthermore, carry stick to pollens they some of the

2 Bliskie SPO DKA

e machine

At first glance Vasor 135, Insce ntinel’s most detector, look advanced haza s fairly straig htforward, like rdous materials be fooled – the a normal port plastic shell able device. hides not only lasers, a scree But don’t a microprocesso n and an air heater, but also r, photodetecto connected to three dozen r the device in live bees, whic place of typic h are al sensors. The insects brea the fresh air supplied thou the operators gh gas mask want filters, but whe button and disco the bees to “examine” a never suspicious smel nnect the filter l, they press pushing their . Normal bees a tong react to desir able aromas are no different, ues out, as they expect to by receive food apart from the . Detector bees Pavlovian cond fact that they received spec itioning – in short, they were ial training using Semtex or C-4, fed wheneve so they learn r they smelled t to associate TNT, the smell of explosives with So each time food. a bee pushes its tongue out reaction trigg because it smel ers a ls an explosive, warning to appe laser detector connected its to a photodet ar on the scree ector, causing n. a

ucte can experiment cond are checking whether they d As part of an the Baltic Islan t. households on gy self-sufficien completely ener

rs by researche – as proven It actually can who used y of Arizona, ed in from Universit telescopes locat two twin Keck in Hawaii observatory Kea na d Mau calle the nt tical instrume and a new analy a very precise image rate sed on ASTRA to gene cular, they focu of space. In parti clouds of gas discs, i.e. flat g stars. In protoplanetary youn und h surro and dust whic will be formed oids aster and time, planets Arizona . University of from such discs ied 15 such already stud experts have h about the discovered muc objects and ours” matter h the star “dev whic in ess proc . In this way, planetary discs from the proto learn more will be able to ation the scientists form ess of planet some about the proc ther whe r stars and around othe , as planet t resemble Earth . of them migh to be revealed yet ery a myst formation is

ROLL-UP TV

Beasts in th

How do camels survive the deser t?

without several weeks Camels can go amounts g only small drinking, losin ion and gh perspirat of water throu protect r thick hides urination. Thei camels sunlight, and them against sand nostrils to stop s. Their can close their ng up their nose and dust getti on loose walk them wide hoofs help selves them ing digg sand without belief, mon com the to in. Contrary r in their conserve wate camels don’t store fat use them to humps, but t prove ng food migh for when findi ult. diffic

RECORD BREAKING MIRRO PO WER PLAN R T Los Ang

eles will soon launch construction of the largest solar power plan t in the world.

nia

Roof top rides

Autopia, the ultimate car dealership is about to be built in Istan bul, Turkey. Acco rding to its desig ners, the store will provide retai l space for over 200 shop s offering cars and car accessories of 443 and makes. Apar different brands t from exhib ition space, the Auto pia will also house 56 bars and restaurants, 24 bars and 42 insur ance agencies. All this will be located on seven floor s, including two underground levels. But the GDA studio architect s left the biggest surp rise for last by designing a rooftop racin g track for test drives. Unfortunately , the automob ile wonderland of Autopia is still under construction, so car enthusias ts will have to wait another coup le of years.

Holey cloud

Airplanes can leave belief, such trails condensation trails in the sky, but cont cannot caus rary to the com e downpours planes can punc or flooding. mon h a hole in an On the othe existing clou as proven by r hand, d and provoke the scientists from the Natio light rains or in Boulder. “This snowfall, nal Center for phenomenon Atmospheric atmospheric is very rare, beca Research conditions – use it only occu when the air which maintain rs in specific is full of supe their liquid state rcooled wate explains Andr despite havin ew Heymsfield g the temperatu r droplets, , the lead scien plane may there re of -15°C,” tist behind the fore initiate the discovery. A aggregate into process in whic passing larger ones, h smaller drop causing local s or ice cryst showers. als

With a capacity of one gigawatt , the plant will pow er several hund thousand hous red es in All this will happ south California. en in six years ’ time, as this is how long it will take build a plant to powered by 2,800 ha of mirrors refle cting solar rays. mirrors will be The able to track the sun by rotating. The sunlight will be used to heat up the liquid in pipe s leading to the central building, whe re the heat will be The days whe converted into n humans will vapour powering turb become their people will start ines. After that, own power charging their the plant will be plants are near the energy gene mob no different . Soon, than any rated while walk ile devices with the heat other conventio from their bodi every joule of ing or even bloo nal unit, exce energy emit es, pt for d sugar. Ecothe fact that ted by a pers our reality in matrix, in whic surplus ener on is recovere a matter of years gy will be h stored in brine d and reused, . Even today, generated by tanks, which may become there are place human mus will allow the solar plan cles s whe – for instance where all exerc t to operate during the the Green Mico re electricity is ise equipme nt converts body rgym in Portl WAT T club in and, Rotterdam, in movements night. into electricity which the floor couples. , or the stores energy generated by dancing

M A N -M A D EL EC TR IC IT E Y

4.8 Contest application

CONTEST APPLICATION Name of the company:

Name of the idea:

Description of the idea – what is it about? (the maximum of 3 sentences):

List the advantages offered by the idea (the maximum of 10 sentences):

www.wse.krakow.pl

Justify in what way the idea meets the following criteria: a) is innovative

b) brings benefit to the city

c) has a practical value

d) is a new symbol of Katowice

e) meets the expectations of the city or the entire province

f ) is interdisciplinary and/or reflects trends

g) has a global scope

Plan for the implementation of the idea – present (in at least 5 points) the main phases of your idea’s implementation:

£ www.wse.krakow.pl

www.wse.krakow.pl

NOTE: you should attach Form – Card of Criteria and your visualization.

4.9 Ranking Chart

RANKING CHART The awarded place:

Name of the company:

www.wse.krakow.pl

5 Bliskie SPODKAnia game – instruction for trainers 5.1 . Providing extra inspiration Each phase of the game involving creative work should be started with “disseminating” golden thoughts. We approach participants, giving them a set of Cards of Golden Thoughts on creativity and innovativeness. This is aimed at inspiring the players and showing them the value and importance of the creative process. The players just draw one card for each team, starting from stage 2 to stage 5. They read out the content of their cards and then put them back on the board. Cards don’t have any formal role in the game. A trainer can choose to either arrange the cards thematically and give them to the participants in smaller batches or give out all of them at once.

5.2 Scoring rules

STAG E

P O S S IB IL IT Y OF P URCH AS E FOR P O IN TS

P O IN TS TO G AIN

“What is what?”

“Not off the wall at all”

5 words/1 point

“A whole host of ideas”

1 idea/5 pts

“One in a million”

1 fulfilled criterion/1 point

p. 1 and 2, = 1 point for each p. 3, you can get from 0 to 3 pts p. 4, you can get from 0 to 10 pts p. 5, you can get from 0 to 7 pts, i.e. 1 point for each well-justified criterion • p. 6, you can get from 0 to 5 pts, • for visualization – from 0 to 10 pts

50% – the awarded points 50% – evaluation carried out by other teams

“In pursuit of a sponsor”

“On the podium”

• • • •

5.3 List of accessories necessary for the game On their table each team should find:

£ a game board with a skittle pawn, £ pens, £ self-adhesive post-it notes, £ notebooks or loose sheets of paper, £ rubbers, pencils, coloured pencils and marker pens, £ the instruction for participants.

A trainer should prepare:

£ a projector and a screen, £ a laptop with a file for monitoring results, £ presentation of the rules in the PP format or some other form (specific information about each stage of the game), £ a calculator to add up points from the forms, £ scoring rules, £ a 10-sided dice (at least 2), £ Cards of Golden Thoughts, £ Cards of Categories in the form of flip chart cards (2 for each team).

“Who is who?”

“Not off the wall at all”

“A whole host of ideas”

NA ME OF THE STAGE

STAG E

coming up with the biggest possible number of ideas consistent with the objective of the game, with reference to the 3 drawn concepts

coming up with the biggest possible number of keywords that will suit the provided categories: material, type of activity (Polish Classification of Activities), receivers/target group

becoming familiar with trends, novelties and curiosities relevant from the point of view of the game’s objective, and getting to know its main criteria

A I M OF THE STAG E

5.4 Information on logistics M E AS UR E TO O L FO R T H E STAG E

the total number of concepts according to categories

the biggest possible number of ideas, no judging

T IM E IN M IN UT ES

1. plot of the game 2. role of the participants and the trainer 3. providing the names of a given company and of participants 4. becoming familiar with the presented trends, board and report on the state of Silesia

1. moving the pawn 2. drawing from the Cards of Golden Thoughts, drawing cards 3. a short introduction (featuring a slide) and distributing the materials 4. coming up with the biggest possible number of concepts to be divided into three categories (in 15 minutes) 5. drawing 1 keyword from each category 6. checking the results

1. moving the pawn 2. drawing Cards of Golden Thoughts 3. a short introduction (featuring a slide) and distributing the materials (remember not to judge) 4. brainstorming – creating ideas relating to the three concepts, no judging 5. Reminding participants that they can use the news-sheet 6. quick reading out of the ideas 7. checking the results

STEP S TO TAK E DU R ING THE STAG E

each idea = 5 points

every 5 words = 1 point

S CO R IN G

the instruction, game board, golden thoughts, a piece of paper for ideas, the newssheet 1, a MS Excel file with results, the Scoring Card

the instruction (try to take into account the information offered by the news-sheet!), game board, the Cards of Golden Thoughts, the Card of Categories (for morphological analysis) in big format, decahedral dices, a MS Excel file with results, scoring card for the trainer, post-its

board, pawn, timer, calculator, Excelmonitoring of results

M AT ERI A LS

Moderating the group based on the following brainstorming rules: – making sure that all ideas are being written down, – don’t judge to early (not in phase 2), – the more ideas, the better (quantity will transform into quality), – we don’t point out “the owner”/”the author” of the idea – all team members are its fathers, – encourage participants to consider others’ ideas – mutual inspiration, – tell the participants not to be afraid of imaginative and sometimes even “crazy” or “absurd” ideas, – we stimulate the group if they come to a standpoint or declare to have finished work, – we encourage them to have fun – we don’t interrupt teams during the session of generating ideas.

creating the teams, ice-breaking, providing comfortable and inspiring atmosphere, creative warm-up

A DDI T I ONA L ROLE OF THE T R A I NER

www.wse.krakow.pl

“One in a million”

“In pursuit of a sponsor”

“On the podium”

NA ME OF THE STAGE

STAG E

choosing the best creative group and announcing the winner

completing a contest application (it needs to meet all formal requirements)

each team chooses the best idea which is attractive and is meeting the highest possible number of criteria

A I M OF THE STAG E

1. moving the pawn 2. a short introduction (featuring a slide) and distributing the materials 3. evaluation of all the ideas by particular teams (assessing other applications) – according to their feelings (5 minutes) 4. choice of the best idea according to the formal criteria that have been evaluated by the Ministry of Innovation 5. the prize!

1. moving the pawn 2. drawing Cards of Golden Thoughts 3. a short introduction (featuring a slide) and distributing the materials 4. filling in the application, visualization, preparing a presentation (15 minutes) 5. presentations (on the flip chart) 4 x 3 minutes

1. moving the pawn 2. drawing Cards of Golden Thoughts 3. a short introduction (featuring a slide) and distributing the materials + information about the availability of the news-sheet 2 4. choosing the most interesting idea that, at the same time, meets the biggest number of criteria (10 minutes) 5. completing the form with criteria 6. checking the attachment– scoring

STEP S TO TAK E DU R ING THE STAG E

the number of criteria (and trends/ curiosities) fulfilled by a given idea

a properly filled in application, all spaces filled in, diligently completed form of criteria

M E AS UR E TO O L FO R T H E STAG E

T IM E IN M IN UT ES

the sum of awarded places, the lowest sum = the best idea

• p. 1 i 2, = 1 point for each • p. 3, you can gain from 0 to 3 pts • p. 4, you can gain from 0 to 10 pts • p. 5, you can gain from 0 to 7 pts, i.e. 1 point for each welljustified criterion • p. 6, you can gain from 0 to 5 pts, • for visualization – from 0 to 10 pts

each fulfilled criterion, each trend/need = 1 point

S CO R IN G

flip charts, a prize for the best team (up to the trainer)

the instruction, game board, the Cards of Golden Thoughts, contest application, a MS Excel file with results, the Scoring Card. a sheet of paper and marker pens for visualization

the instruction, game board, the Cards of Golden Thoughts, the Card of Criteria, the news-sheet 2, a MS Excel file with results, the Scoring Card

M AT ERI A LS

celebration

Keep an eye on time!

A DDI T I ONA L ROLE OF THE T R A I NER

www.wse.krakow.pl

6 Materials for the game – for trainers 6.1 Cards of Golden Thoughts STAG E 2.MO R PHO LO GI C A L A NA LYSI S ( M AT ER I A L , F I EL D, TA RGET GRO U P)

To discover a good idea you had to generate many ideas. Thomas Edison

STAG E 3. B R AIN STO R M IN G (G E N E R AT IN G IDE AS BAS E D O N T H E 3 PAR AM E T E R S )

The only sure way to avoid making mistakes is to have no new ideas. Albert Einstein

STAG E 4. EVALUAT IO N O F T H E IDE AS (CR IT E R IA , CH O ICE AN D DEVE LO P M E N T O F T H E IDE A)

Some look at things that are, and ask why. I dream of things that never were and ask why not? George Bernard Shaw

STAG E 5 . P R ES E N TAT ION (AP P L IC AT IO N A ND J UST IFIC AT IO N FOR T H E IDE A)

I have learned throughout my life as a composer chiefly through my mistakes and pursuits of false assumptions, not by my exposure to founts of wisdom and knowledge. Igor Stravinsky

One does not discover new lands without consenting to lose sight of the shore for a very long time. Andre Gide

Perseverance is the foundation of all virtues. Thomas Carlyle

It’s not what you look at that matters, it’s what you see. Henry David Thoreau

The future has many names: For the weak, it means the unattainable. For the fearful, it means the unknown. For the courageous, it means opportunity.

The eye sleeps until the mind awakens it with a question. Arabic proverb

Creativity is thinking up new things. Innovation is doing new things. Theodore Levitt

Every exit is an entry somewhere else. Tom Stoppard

What you can do, or dream you can do, begin it! / Boldness has genius, power and magic in it. Johann Wolfgang Goethe

Victor Hugo

Iron rusts from disuse; water loses its purity from stagnation… even so does inaction sap the vigor of the mind.

Every thing can change into their opposites. Stefan Kisielewski

Imagination is more important than knowledge. Albert Einstein

Leonardo da Vinci

Name the greatest of all inventors. Accidents. Mark Twain

Albert Einstein

Do not go where the path may lead, go instead where there is no path and leave a trail. Ralph Waldo Emerson

Good ideas can come at anytime from anywhere, often when we don’t expect them at all. But what we create thanks to these ideas can change our lives, and together with changes come rewards. Richard Branson

For example: everyone knows, something is impossible. But then someone ignorant appears who does not know that it is impossible, and makes it.

If there is any one secret of success, it lies in the ability to get the other person’s point of view and see things from that person’s angle as well as from your own. Henry Ford

A creative idea without a strategy is like wings without a bird. Matthias Nöllke

Do what you can, with what you have, where you are. Theodore Roosevelt

A ship is safe in the harbour but that is not what ships are for. Albert J. Nimeth

It is better to fail in originality than to succeed in imitation. Herman Melville

www.wse.krakow.pl

80 6.2 Monitoring the results To analyse the results of particular teams, use a MS Excel file, where you should enter the received points after each scored round (rounds from 2 to 5). A graph will show the

7 Workshop analysis of the game The game constitutes an attractive training tool and provides a lot of material for discussion on many topics, such as innovativeness, creativity and teamwork. Innovativeness and creativity can be analysed thanks to the specific mechanisms and techniques used within the game, while participants’ awareness of issues related to teamwork is naturally fostered by the fact that the game’s objective is, just like in any other game of this type, to be completed in groups through teamwork. Thus, observing the participants carefully in terms of group decisions, ways of communicating and the roles assumed within groups, are all a valuable source of information about the “soft” aspects of effective functioning of any organisation. We can, then, distinguish four main topics to be discussed:

number of points gained in the last round and the total number of points increasingly. Sharing results with the participants is a form of feedback, enhances the sense of healthy competition and the players’ involvement in the game.

£ innovativeness – sense, aim and conditions, £ innovativeness – traits of a good innovator, £ creativity – principles and techniques of creative thinking,

£ teamwork – what makes it efficient.

7.1 Innovativeness – its point, aim and conditions 7.1.1 The core of innovativeness As for proceeding from the game to a discussion on innovativeness, I suggest to do that by making a reference to the participants’ personal experience. It’s worth asking them, in the first place, whether they have taken part in any similar game-based activity before. And, then, to ask a more specific question: How many of you have heard of games used as a teaching method before? My experience is that the answer usually given by all or a great majority of participants is NO. Most probably it’ll also turn out that a vast

www.wse.krakow.pl

81 majority of them are pretty familiar with games in general, but they haven’t participated in such a class before. In this way, we create a basis for discussing the definition and the theory of innovativeness. And this is how the use of a game during a class becomes a great example of innovativeness. To make sure whether the participants properly understand what innovativeness is, we can ask them to provide examples of innovativeness that they have witnessed so far. It’s possible that someone will mention some instances of incorporating games into the processes of learning or teaching. If not, it’s important to point out that according to the presented definition, what is innovative from the point of view of a teacher/trainer is the first use of a game in his professional career, while for a participant – the first time he or she takes part in such a game in order to improve their qualifications. We can also reverse the situation and use the examples mentioned during the introductory discussion as a material based on which a team themselves will create a definition of innovativeness by pointing out its most fundamental aspects. Feel free to choose the order that better suits you. Besides, the game is designed in such a way that participants move, naturally, from the phase of creating ideas (stages 1–4) to bringing them into life (stages 5 and 6). Indeed, searching for a sponsor and completing an application both relate to real-life implementation activities. This allows participants to find out in person the difference between innovativeness and creativity.

7.1.2 Elements of an innovative culture Central for any discussion on innovativeness is also the issue of conditions, this is to say of all the elements of the reality that encourage innovative actions. Of greatest significance here is each participant’s experience of the game. To get to know it, one just needs to ask for example: What has made you develop such great projects as a result of playing? What has helped you most in your work? Answers often heard during such workshops include: “we’ve worked in teams, which has

significantly increased the number and quality of our ideas”, “In group we had people with various types of experience and attitudes, which allowed us to come up with many interesting and original ideas”, “a friendly atmosphere and nice trainers”, “This game gives you an opportunity to create, with no consequences, the most crazy ideas”, “rivalry and a prize for the winners”, “It was possible for each team member to somehow contribute to the project”, “colourful materials”, “tasks appearing in the game”, etc. It is easy to observe the influence of the adopted elements on enhancing participants’ innovativeness based on how they work as part of a team: how they dispute, inquire, how one idea brings about another one, how they laugh and have fun together, or how they sometimes try to peek at what other group has worked out. By writing their answers down and sharing with them our own observations, we can discuss, in an approachable way, all the elements necessary for developing an innovative culture according to the M.A. West theory. Conclusions to be drawn from the discussion will undoubtedly help students to better understand the nature of innovations and innovativeness, and, at the same time, have some fun from that.

7.2 Innovativeness – traits of a good innovator Tasks within the Bliskie SPODKAnia game have been designed in such a way as to make participants act in an innovative manner. That’s why it will be of great use to talk with them about behaviours characteristic of the world’s best innovators as described in “The Innovator’s DNA.” Its authors, Jeff Dyer, Hal Gregersen, Clayton M. Christensen outline 5 skills that distinguish innovators: associating, asking provocative questions, observing, experimenting, and networking. It is enough to observe the participants’ reactions to find examples of each of these skills. Below I’d like to briefly describe some of the examples from my personal experience. When participants hear the instruction to a task that sounds abstract to them, after a while of looking at the materials with dismay and distrust, some of them start to read them more closely, underlining the pieces of information that appear interesting to them. Then, they

www.wse.krakow.pl

82 start to share and discuss them with others. As early as at the second stage they ask questions relating to the limitations of particular criteria (e.g. “What if I use cotton for the roof? Would that be accepted?”). Such a behaviour demonstrates one’s eagerness to observe the reality and ask provocative questions.

or master particular competences. The very participants are a great example of that. Practice, then, is the key to success.

During the game’s next stages I’ve noticed that some players found it difficult to remain seated at their table and so, they would wander about the room, trying to catch a glimpse of what other groups were doing or asking about their projects during the break. The reason for that was not an attempt to steal another team’s idea (each team had different categories), but rather innate curiosity and inclination towards the new, the unknown. This is how networking works in practice.

It is important to focus on stages from 1 to 4 while discussing the issues related to creativity and creative problem-solving. During these stages direct references are made to the main principles of creative work and two methods of creative problem-solving are presented: brainstorming and morphological analysis.

The tendency to experiment, on the other hand, was most visible during the phase of transforming ideas from the written form to the visual one (i.e. symbolically progressing from an idea to its development). At this point, one can usually witness heated discussions among a given team members on how their visualization is actually going to look like. And there is always someone who suddenly stands up, takes a sheet of paper and says: “Come on, guys! Let’s just start drawing. And if that doesn’t work, we’ll think of something different”. This is a perfect example of a person who prefers experience and trying things out on their own to engaging in endless, theoretical discussions. Building on and enhancing participants’ skill of building associations is part of the game’s scenario. The game is meant to be highly inspirational. Players have to their disposal the board illustrating a series of trends, a news-sheet including information on economy and science (physics, botany and zoology, among others) and the Cards of Golden Thoughts. They are also aware that the bigger the scope of data they use to prepare their project, the bigger the number of points they’ll receive. As a result, the game has already generated many original and highly complex projects clearly drawing on multiple sources of inspiration. While discussing the traits and skills of a good innovator it’s crucial to emphasize that these are not reserved for the chosen ones. We all have them in varying degrees and if only there is a will, one can always decide to develop

7.3 Creativity – principles and techniques of creative thinking

7.3.1 Principles of creative problem-solving To discuss the main principles of creative problem-solving, ask learners an analogical question to the one you asked in the case of innovativeness to find out what has been of greatest help to particular teams while completing the task. Expect answers to be quite similar to the ones you heard previously. Also, closely observe the work of all teams, take notes, and during the group discussion, share with them your observations, providing examples that prove the thesis. It could be, for instance, showing them where a given team started from and what the final result of their work was, emphasizing what contributed to that, e.g. a stimulus in the form of the news-sheet which made them completely change their initial idea (the principle of diversity). You’re also bound to see some group members behaving in a truly easy-going way, e.g. sitting cross-legged, laughing loudly and making jokes (the principle of lucidity). You can provide examples of this kind for each of the principles. Following the discussion on elements enhancing creative work, you can also talk, in a similar way, about the factors that hamper creative thinking. In this case, there are also always many examples to choose from.

7.3.2 Morphological analysis During stage 2 the participants can experience what morphological analysis is. A good way of introducing this topic is asking them what precisely they did in the second phase of the game and in what way these activities

www.wse.krakow.pl

83 influenced the final outcome of their work. While the second question doesn’t normally pose any problems, in an answer to the second one they usually say that the three rolled categories made work much more difficult. If someone gives such an answer, it’s good to ask whether their project would be equally creative were it not for the three categories. They tend to answer “NO”. This makes them realise that what they’re dealing with at the moment is not a standard, but a creative method of problemsolving to be employed when something new is being created or when all other methods of combating a given problem had failed. You can also provide them with a brief account of the use of this method in the world of business.

7.3.3 Brainstorming I suggest following the same scheme for discussing brainstorming. The participants use this method in stages 3 and 4 so, to increase their awareness of it, you should first ask them what had happened during those two stages. Their answers usually show that they can identify two sub-phases of the method, but hardly ever do they see how important it is to clearly divide it into the creative part and the assessment part. It’s important that you emphasize that. The underlying aim of stage 3 is that participants generate as many ideas as possible, which calls for introducing the element of “green light” brainstorming. My personal experience is that although the task at this point is to come up with the biggest possible number of ideas, some participants lose precious time for assessing them (they criticize by saying for instance: “It’s not a good idea”). If that is the case, it’s worth asking them what the consequences of that have been. One of the related tendencies that I’ve observed during workshops is that persons who get criticized tend to withdraw from the process of creating ideas. Such examples can serve as a good introduction to a discussion on the conditions for carrying out the first stage of brainstorming and the consequences of not fulfilling them. Stage 4 entails analysis and assessment, this is to say “the red light” phase. This stage often triggers heated and/or lengthy discussions on whose project is the best. Participants tend to be

emotionally attached to the outcomes of their work and so, it’s hard for them to say goodbye to their projects. This clearly proves that evaluation of a given project should be done by other team (e.g. of experts) and not by the persons who’ve been involved in its development. Another thing that I have witnessed several times during workshops was that after the game participants would say: “I didn’t know I could be so innovative/creative. I was convinced it wasn’t my cup of tea”. The players who initially displayed a negative attitude towards the task, would gradually become more open-minded, some of them finally coming to the conclusion that they could eventually become highly creative. Others, inspired by the game, declared that they would use the methods experienced during the game in their companies to unlock the potential of the employees and use it for solving current organisational problems. It well exemplifies that the discussed issues are by no means reserved for the academic world, but are actually of great relevance to the business reality.

7.4 Teamwork – what makes it effective The Bliskie SPODKAnia game offers a wide range of possibilities as far as holding a discussion on effective team collaboration. From the very beginning participants work in groups and are evaluated as such and, as a result, the outcomes of their efforts and a potential victory depend directly on the effectiveness of their teamwork. Observing how people work as parts of groups is not difficult and there are always plenty of examples illustrating recurring tendencies.

7.4.1 Advantages and dangers of teamwork and the principles of effective work One may draw on participants’ experience or their own observations to present the main advantages and possible dangers of teamwork. Asking what has enhanced or hindered particular groups’ work will help us create the basis for discussing the issue within a theoretical framework. Players’ opinions formulated with regard to elements facilitating teamwork tend to be pretty similar to those mentioned before in the section on innovativeness. In response to the question

www.wse.krakow.pl

84 about the elements making their work difficult, they usually say: “not enough time,” “everyone had their own opinion and we didn’t know how to come to an agreement,” “we didn’t divide tasks,” “there was no one willing to make a decision,” “some of the team members were not involved in work.” Such opinions allow for backing the presented theoretical content with real-life examples from the game. If a discussion is moderated properly, following it, learners are able to correctly identify the main features of a successful and efficient team.

7.4.2 Roles within a team Conclusions from observing participants’ behaviours during particular stages of the game will serve as a great material for presenting M. Belbin’s team role theory. From my personal experience I know that there are many possible indicators of a person assuming a given role within a group. One of the funniest situations I’ve ever witnessed was when during the fifth stage one gamer asked the rest of the team if they felt like drinking something and, after a while, brought to the room not only refreshments, but also cookies for everyone. He must have suddenly discovered in him the potential for being a caregiver whose aim was to boost the level of energy in his group mates. Of great use while discussing the positive and potentially negative of each team role, you will find useful questions, such as: What method of work did you choose? How did you organise your work on particular tasks? Did you split the tasks and if yes, how precisely? Did every person have a task to perform or something they were responsible for? What elements were missing that you could employ for you to work more effectively (e.g. quick decision-making)? What types of behaviours made your work more difficult? Such a discussion will make it possible for participants to better understand and memorize the theoretical content.

7.4.3 Phases of a team’s life The total time that participants spend working as parts of groups amounts to around 2.5 hrs. According to B.W. Tuckman, this is long enough to observe the phases of team formation. The

first stage, by its very nature, entails formation of particular groups, whose members get to know each other and invent names for their groups, starting to create a type of collective identity. The next stages of team existence can be presented based on participants’ experience of having been a part of randomly created workgroups. You may ask the question: How did you feel working together at particular stages of the game? What kind of elements appearing in given phases of a team’s life can make it difficult to complete the task? And how can they be possibly dealt with or prevented? What may be the effects of neglecting the issue of proper stages of a team’s life and work? You can also choose to present this topic in a different way, by reversing the order. If you prefer that, after presenting the phases of a team’s formation, ask participants to provide examples illustrating particular stages. By referring to their own experience from the game, they will better understand the discussed theoretical content and will most probably identify more with the drawn conclusions.

7.5 Summary As I have mentioned before, this game constitutes a great tool that is of use while discussing topics related to innovativeness, creativity, teamwork and communication. I would also like to emphasize that suggestions described above by no means exhaust the richness of possibilities offered by the game, my aim being to leave some space for other teachers to make their own observations and draw their own conclusions. So now the very last question arises: When to use the game? At the beginning or towards the end of a series of classes? And there is, obviously, no one good answer. It all depends on a given trainer and the objectives the game is to fulfill within a particular class curriculum. Incorporating the game in one of the first classes brings about the added value in the form of group integration. Later on, students find it easier to work together on other projects, being less afraid of taking part in various activities and learning more easily. If, on the other hand, content is most important for the trainer, it’s worthwhile using this tool during

www.wse.krakow.pl

85 a chosen class during the course so that the participants focus on specific experiences from playing the game. Finally, playing the Bliskie SPODKAnia game during the very last class may serve as a test of how well a given group of students can use the gained knowledge in practice.

Starczewska-Krzysztoszek M., Ranking najbardziej innowacyjnych firm w Polsce, raport przygotowany przez Kamerton Innowacyjności, Warszawa 2008.

The Bliskie SPODKAnia game offers new possibilities of transmitting knowledge, making your classes more varied and establishing closer contact with participants. It’s up to you whether or not you’ll use it, but I strongly encourage you to do it! Enjoy!

Focus.pl http://www.focus.pl/czlowiek/planetarny-zlobek-7917 (accessed: 01.11.2010)

8 Bibliography

West M.A., Rozwijanie kreatywności wewnątrz organizacji, PWN, Warszawa 2000.

8.1 Press materials used in the game – sources

Focus.pl http://www.focus.pl/technika/homo-dynamo-7661 Marcin Bójko, (accessed: 13.08.2010). Focus.pl http://www.focus.pl/czlowiek/plynne-szklo-ochroni-wszystko-7517 Łukasz Kaniewski, (accessed: 06.07.2010). Focus.pl http://www.focus.pl/czlowiek/piramidalny-paryz-7894 Tomasz Żylski, (accessed: 28.10.2010).

Chybicka A., Psychologia twórczości grupowej. Jak moderować zespoły twórcze i zadaniowe, Oficyna Wydawnicza „Impuls”, Kraków 2006.

http://www.eko-samorzadowiec.pl/pl/ekologia/ ekociekawostki/274.html Anna Maria-Guziewska (accessed: 03.08.2010).

Drucker P.F., Innowacja i przedsiębiorczość, PWE, Warszawa 1992.

MojeKatowice.pl http://mojekatowice.pl/film,ogromna-inwestycja-w-katowicach,200274,354672.html (accessed: 07.10.2010).

Katzenbach J.R., Smith D.K., Siła Zespołów, Dom Wyd. ABC, Warszawa 2001. Kelley T., Sztuka innowacji, MT Biznes, Warszawa 2003. Nęcka E., Twórcze rozwiązywanie problemów, Oficyna Wydawnicza „Impuls”, Kraków 1994. Penc J., Innowacje i zmiany w firmie, Placet, Warszawa 1999. Sloane P., Twórcze myślenie w zarządzaniu, GWP, Gdańsk 2003.

Nauka Newsweek.pl http://nauka.newsweek.pl/ wiemy--dlaczego-zebra-ma-paski,88150,1,1.html (accessed: 01.01.2013) Nauka pap.pl 2011 Wiedza i Życie Wyborcza biz.pl: http://m.wyborcza.biz/biznes/1,106501,12051493,Dom_sam_zdecyduje__ile_mu_potrzeba_pradu.html Andrzej Hołdys, (accessed: 02.07.2012).

www.wse.krakow.pl

V. International project management Małgorzata GRZELEWSKA

1 A new-formula specialisation within a Master’s degree course at the English Philology – Applied Linguistics faculty 1.1 A philologist or a project manager? Is it possible to successfully bring together these two career paths in the curriculum of one degree course? The new International project management specialisation, developed as

Illustration 43. A modern simultaneous translation lab used by our Linguistics students Source: Tischner European University in Kraków.

part of the GRYF project, is a clear example of that it is possible to combine the study of languages and project management into an attractive, and unprecedented on the Polish market, study programme whose graduates will be philologists well prepared for work in companies and institutions specializing in projects. The programme has been designed in such a way as to allow students to not only develop their interests related to language and culture but also gain detailed knowledge of project management and related business processes. Thanks to that, upon completing their studies, learners not only posses advanced English and international communication skills, but also

www.wse.krakow.pl

There is a growing demand for project coordinators worldwide – Project Management Institute estimates that 15 million new posts will have been created in this sector by 2020. According to the estimations presented in the PMI’s report, new positions will be offered mainly in China, India, the USA, Japan, Brazil and Great Britain. Several key sectors are now dynamically developing that will require qualified project coordinator, including IT, finances, health protection, renewable energy, aviation industry and defence. The data provided by the IPMA Polska shows that there are already 173,8000 project coordinators holding the IPMA certificate in project management, 3,707 of them in Poland. Although there is a growing interest in the international accreditation system in the field of project management, less than 56% of project coordinators have gained professional certificates so far. Less than one fourth of all project outcomes are in keeping with initial plan and set budget Sources: http://www.pmi.org/Learning/pulse/~/media/pdf/business-solutions/pmiprojectmanagementskillsgapreport.ashx http://www.pmi.org/~/media/PDF/Business-Solutions/PMIProjectManagementSkillsGapReport.ashx http://www.pmi.org/Learning/pm-network/2014/global-jobs-report.aspx#sthash.1d4Btcxu.dpbs https://www.wrike.com/blog/top-5-project-management-myths-busted-new-infographic/ http://www.versionone.com/assets/img/files/CHAOSManifesto2013.pdf

competences allowing them to immediately start working as part of project teams, making practical use of the management tools and methodologies they had been presented with.

1.2 How was the idea of teaching management during philological studies born? There are several elements that contributed to the idea of creating the new management specialisation. In the first place, Tischner European University has been offering professional postgraduate courses in management for people representing different sectors for 8 years now. Its educational offer also includes several Bachelor’s and Master’s degree courses during which students may choose

to attend classes on project management. For many years now, the University has also actively promoted students’ projects, supporting, for example their initiatives undertaken as part of the Polish Foreign Aid project realised by the Polish Ministry of Foreign Affairs. Importantly, the university offers both great trainers – experts in the field – and a comprehensive teaching methodology. Secondly, Kraków is a great place for developing such a specialisation. It hosts many international events such as the Off Plus Camera Festival, the Festival of the Jewish Culture in Kraków or the International Theatre Festival Divine Comedy. Indeed, the city is the seat of many institutions that develop projects in the fields of education, culture, art and civic society, and are responsible for their financing from the EU funds. Importantly, Kraków has also been ranked, once again, as one of the top destinations for companies providing outsourcing of business processes (2014 Tholons Top 100 Outsourcing Destinations). Over 80 international companies are operating here that employ more than 35,000 persons who, using 34 languages, offer services for clients from more than 100 countries.30 All these companies very eagerly hire recent graduates just starting their professional career. And this is precisely why it comes as such a great asset that graduates of the new specialisation will enhance their language skills and learn how to work as part of multicultural groups. In the third place, an increasing demand is being observed for employees with basic knowledge of project management proved with an international certificate. Indeed, whether or not candidates have such certificates determines the result of the recruitment process. The most recognizable international project management certificates include PRINCE231 Foundation, respected by the majority of budget entities and preparing learners for this international examination.

PROJECT MANAGEMENT AT TEU – FACTS Postgraduate studies in project management in conformity with the IPMA guidelines (over 6,000 graduates since 2005)

Professional training in project management (over 200 participants)

PM modules offered as part of both Bachelor’s and Master’s degree courses, including preparation trainings for the PRINCE2 examination

Annual conference SMART PM

Collaboration with the PMI – Polish Chapter and the IPMA

Project Management Association at TEU

30 http://www.aspire.org.pl/news/languages-are-ourtools-2/ 31 http://www.apmg-international.com/en/qualifications/prince2/prince2.aspx

www.wse.krakow.pl

88 1.3 What a cross-sector specialisation means Given Tischner European University’s educational profile, the curriculum of the new specialisation focuses on the so-called “soft” projects of social, humanitarian or cultural character. But during their studies learners also become familiar with the specificity of business projects relating to various spheres of life and engaging bodies from various sectors, whose interests are often conflicting. This makes it possible for students to acquire a broader perspective on reality and increase their intercultural awareness, which, in turn, will allow them later on to find their place in the contemporary business world requiring cross-sector collaboration, establishing many partnerships and the ability of working online as part of international project teams.

Illustration 44. The seat of the Buskerud and Vestfold University College Source: courtesy of the Buskerud and Vestfold University College.

This comprehensive approach is possible thanks to TEU’s well-qualified teaching staff gathering people with know-how in the development of cultural projects in European and Asian countries, among others, within 3 sectors (public institutions, private sector and NGOs). As practitioners in the field of project management, they all share with students their knowledge regarding not only project coordination, but also preparation of long-term developmental programmes, their financing and evaluation. Among the trainers are professionals who have occupied various expert positions, including a juryman of the Polish Project Excellence Award and International Project Excellence Award,

a member of the European Commission for the choice of the European Capital of Culture, and an expert assessing applications for EU-funded projects, all of them having great experience in managing projects and their portfolios.

1.4 Supporting institutions Central for the cross-sector character of the International Project Management specialisation was the choice of institutions to support its development. The specialisation’s programme is realised in partnership with:

Buskerud and Vestfold University College in Norway and under the auspices of:

the INPROGRESS company

The Villa Decius Association Klaster Edutainment

www.wse.krakow.pl

Illustration 45. The INPROGRESS team Source: courtesy of INPROGRESS.

1.4.1 Buskerud and Vestfold University College Buskerud and Vestfold University College (HBV) is currently one of the biggest universities in Norway. It was established in 2014, when two universities, Buskerud and Vestfold, joined forces. The total of 8,000 students at 4 campuses (Drammen, Kongsberg, Ringerike, Vestfold) attend the following courses: School of Business and Faculty of Social Sciences, Faculty of Technology and Maritime Sciences, Faculty of Humanities and Education, Faculty of Health Sciences. The BVU’s offer includes 38 Bachelor’s degree courses, 27 Master’s degree courses and 4 PhD courses. The university is very open to foreign students, organising summer schools and one-year intense education programmes. Nearly 800 persons work there. Teachers from HBV take part in the preparation of didactic materials (case studies and videotutorials) and giving classes for students of the International Project Management specialisation.

1.4.2 INPROGRESS The INPROGRESS company enjoys the status of an Accredited Training Organisation and an Accredited Examination Organisation. As such, it

is entitled to carry out examinations in thirteen methodologies, including PRINCE2, Agile PM, and P3O. A group of experts from INPROGRESS are teaching the specialisation’s courses – Project management based on international standards Agile and PRINCE2 – aimed at preparing students for taking the exam at the PRINCE2 Foundation level.

1.4.3 Villa Decius Association The Villa Decius Association, established in 1995 in Kraków, attracts many well-known representatives of art and culture from all over the world. For many years now, it has been developing interdisciplinary projects, advocating social dialogue, European integration, cultural heritage and civic society. The most important projects realised by the Association include: the Polish Prize of Sérgio Vieira de Mello, the UN’s High Commissioner for Human Rights (2002–2003), awarded to individuals and nongovernmental organisations that promote peaceful co-existence and co-operation of different societies, religions and cultures; the Visegrad Summer School that seeks to increase public awareness of local and global challenges, as well as to break mutual stereotypes and establish friendly contacts; and Gardens of Creativity, an initiative aimed at creating an attractive and innovative cultural offer. The

www.wse.krakow.pl

Illustration 46. The seat of the Villa Decius Association Source: courtesy of the Villa Decius Association.

Illustration 47. The seat of Klaster Edutainment Source: courtesy of Klaster Edutainment.

Association’s experience and good practices in the fields of acquiring funds and developing interdisciplinary projects constitute a valuable contribution to the specialisation’s programme.

1.4.4 Klaster Edutainment Klaster Edutainment was created as a result of a shared initiative of entities representing 4 sectors: SMEs, business environment institutions, public administration and universities. At the heart of its mission lies promoting innovative teaching methods based on edutainment (both its idea and tools), i.e.

www.wse.krakow.pl

91 education combined with entertainment (Education+Entertainment). It supports works on advanced educational solutions in the form of Edutainment games, as well as research and development projects aimed at the development of the sector. The new International Project Management specialisation, with methodology heavily drawing on edutainment and gamification, serves as a great operation space for the Klaster.

2 International project management specialisation – description 2.1 Features distinguishing the programme of International project management The International project management specialisation is dedicated to students undertaking Master’s degree studies in

English Philology – Applied Linguistics at Tischner European University in Kraków. The specialisation’s interdisciplinary curriculum was designed in cooperation with the partner institutions. The main idea behind the programme is to prepare students for work in companies and institutions operating in international contexts. Skills developed during these studies are transferable and, as such, will be of use at any workplace, independently of the chosen sector. The programme allows for developing the skills sought by students thanks to a careful selection of analysed contents and, even more importantly, the employed teaching methods. During the course students become engaged in specific projects, improving their skills in terms of creative thinking and problem-solving. They also become familiar with the fundamental principles of healthy competition, teamwork and giving public presentations. In the university’s calm and safe environment, they get prepared for working as part of international project teams.

T H E P RO G R AM M E ’ S AS S E TS

a specialisation elaborated in cooperation with Buskerud and Vestfold University College, one of the biggest universities in Norway more than philology! – bringing together studies in the field of Applied Linguistics and International project management classes conducted entirely in English a series of classes realized in the form of an accredited training at the PRINCE2 Foundation level (entitles students to take the international Prince 2 Foundation examination) a module of classes dedicated to the practical aspects of project management, such as the management of time, resources, money, risk and quality; based on international management methodologies such as Prince 2, PMI, IPMA, Agile workshop classes taught in 100% by practitioners in given fields a Norwegian module – an intense Norwegian language course (over 200 hrs in the case of the full-time studies and over 140 hrs during extramural studies) and a module of classes on the Norwegian business and culture (“Norwegian Cultural Journey”) taught by a professor from the Buskerud and Vestfold University College international projects in practice – activities based on simulations of real-life business problems; many classes based on students’ preparation of projects for chosen companies and institutions (students gain experience in project development already during their studies, gradually adding to their job portfolio) the use of innovative teaching methods (gamification, edutainment) – strategic games, simulations and video tutorials enhancing creativity and the ability of analytic thinking the use of case study method – a teaching philosophy based on case studies popularized by Harvard Business School. It gives a great opportunity to organise meetings with originators and managers of international projects in the field of human rights, civic society, art and culture, and corporate social responsibility

www.wse.krakow.pl

92 2.2 International project management – the programme’s structure Presented below is the structure of the International project management specialisation at the faculty English philology – Applied Linguistics: Y E AR I

Semester I

Y E AR II

Semester II

Semester III

Semester IV

Faculty and specialisation courses* Advanced oral skills

Advanced oral skills

English for specific purposes

English stylistics

Edition of English texts

Academic English

Translation

Integrated skills

Contemporary cultural theories

Integrated skills

Critical discourse analysis

Contemporary literary theories

Applied linguistics

Anglo-Saxon world – ideas and institutions

Polish stylistics

M.A. Proseminar

M.A. Seminar

Courses at the IPM specialisation** Introduction to management

Operational project management

Intercultural aspects of project management

Projects in international organisations – case studies

Project’s environment

Team management and communication strategies

Planning and realising developmental and humanitarian projects

Project management according to the international standards Agile and PRINCE2

Norway – language, culture and business

International cultural projects developed within urban space

*/** The study programme is regularly verified. The presented course structure was agreed on for the academic year 2014/2015.

www.wse.krakow.pl

93 2.3 A detailed description of the courses

themselves to the certified exam at the PRINCE2 Foundation level.

The programme offers 10 specialisation courses, including a series of classes devoted to Norway. The order in which the courses are conducted is not a coincidence. During the first year students learn about the main rules governing an organisation’s life, the main terms related to business processes, as well as the fundamental principles and tools of project management. In the course of the second year, on the other hand, they gain insight into projects carried out in various fields and have an opportunity to use the acquired knowledge in practice by developing their own projects and preparing

Illustration 48. A class conducted within the Norwegian module Source: Tischner European University in Kraków.

What comes as an additional asset to the course is an intensive Norwegian course (starting from the beginners’ level) during the two years of studies (over 200 hrs in the case of full-time students and over 140 hrs for extramural students). After completing the studies, graduates will possess not only the proficiency level in English, but also a communicative command of Norwegian (the B1 level)32. 32 According to the Council of Europe’s Common European Framework of Reference for Languages, http:// www.cambridgeexams.pl/userfiles/file/teacher_training_day_24_11_10/poziomy_kompetencji_jezykowej_ wg_rady_europy.pdf (accessed: 21.11.2014).

GR A D E I N T HE PO L I S H SYST EM

G R ADE ACCO R DIN G TO T H E ECTS SYST E M

DES CR IP T IO N O F T H E G R A DE

excellent

4,5

very good

good

3,5

satisfactory

sufficient

FX/F

fail

www.wse.krakow.pl

MODULE I: Introduction to management Learning objectives

After completing the course, the student: £ will be able to outline and define the main objectives, resources, functions and outcomes of business management, £ will demonstrate a solid understanding of key terms from the field of company management (finances, strategy, marketing, leadership) and the related management methods, £ will show the ability of analysing, at the basic level, business processes.

Training scope

£ Simulation game Retail Banking £ The main objectives, functions and outcomes of business management £ Key terms related to management accounting £ A leader vs. a manager. Leadership and teamwork £ Time management and its main aspects £ Business strategies and the process of strategic planning within an organisation (case studies included) £ Tactical management and key related terms (customers, market, S-T-P, 4P). Type of classes T Y PE O F C L A SSES

R E AL ISAT IO N M E T H O D

Tutorial, Practical classes (simulation game)

Presentation, simulation game, case study, discussion, problem analysis, group work.

Evaluation methods EVA LUAT I O N MET HO D

Criteria for the evaluation of the achieved learning outcomes

CH AR ACT E R IST IC O F T H E EVALUAT IO N TO O L /S IT UAT IO N

Test

Students receive questions and descriptions of problematic situations in the business management context. Based on the know-how acquired during their course and their own knowledge they suggest solutions to particular situations.

Group work

During the simulation game students work in groups, based on which trainers evaluate their skills in terms of cooperation, communication and teamwork.

FO R GR A D E 2 T HE ST U D ENT

FO R G R ADE 3 T H E ST UDE N T

●● is not able to define the main objectives, resources, functions and outcomes of business management

●● is able to define the main objectives, resources, functions and outcomes of business management

FO R G R ADE 4 T H E ST UDE N T

FO R G R ADE 5 T H E ST UDE N T

●● is able to define the ●● is able to define and give main objectives, a more detailed account of resources, functions and the main objectives, resourcoutcomes of business es, functions and outcomes management of business management

●● is not able to describe ●● is able to describe the ●● is able to describe the the relation between the relation between the relation between the manager’s decisions and manager’s decisions and manager’s decisions attitudes and a given attitudes and a given and attitudes and company’s business company’s business a given company’s environment environment business environment

●● is able to describe in detail the relation between the manager’s decisions and attitudes and a given company’s business environment

●● is not familiar with the basic entrepreneurial management methods (in terms of finances, strategy, marketing and leadership)

●● is familiar with the basic entrepreneurial management methods (in terms of finances, strategy, marketing and leadership)

●● is familiar with the ●● has a wide knowledge of basic entrepreneurial entrepreneurial management management methods methods (in terms of (in terms of finances, finances, strategy, marketing strategy, marketing and and leadership) leadership)

●● is not capable of following the main principles of time management in their own activities

●● is capable of following the main principles of time management in their own activities

●● efficiently follows the main principles of time management in their own activities

●● is not able to engage ●● is able to engage in work ●● is able to engage in work as part of as part of a business in work as part of a business team through team through effective a business team effective cooperation cooperation with other through effective with other team team members cooperation with other members team members

●● is able to engage in work as part of a business team through effective cooperation with other team members and assume various roles within the group

●● is not capable of ●● is capable of establishing ●● is capable of establishing effective effective business establishing business communication communication at the effective business at the basic level basic level communication at the basic level

●● is capable of establishing effective business communication at the basic level

www.wse.krakow.pl

MODULE II: Project’s environment Learning objectives

After completing the course the student will: £ be familiar with main project-related terms, £ gain knowledge on key project management methodologies and organisations specializing in project management, £ be able to identify a project’s environment and its stakeholders, £ understand the influence of the employed strategy on the choice of projects realised by a given company, £ be able to point out information necessary for a project’s assessment and authorisation.

Training scope

£ Projects’ place and role in management £ The essence and types of projects £ The development of project management £ Different models of a project’s life cycle £ Initiating and defining projects £ A project’s environment: analysing needs, defining stakeholders and identifying the limits £ A project’s priorities and objectives from the point of view of the strategy employed by the organisation

Type of classes

T Y PE O F C L A SSES

Criteria for the evaluation of the achieved learning outcomes

FO R GR A D E 2 T HE ST U D ENT

authorisation of the project

£ An overview of project management methodologies and of international accredited training institutions – CO/Prince2, PMI, IPMA, Agile, Scrum.

Lecture, seminar and brainstorming (usually as an introduction to particular topics), quick group activities.

EVA LUAT I O N MET HO D Test

(market, technical and financial analysis).

£ Assessment of the feasibility of projects £ Profitability, KE guidelines. £ Drafting the project’s charter and

R E AL ISAT IO N M E T H O D

Practical classes

Evaluation methods

£ An analysis of the operational strategy

DES CR IP T IO N O F T H E EVALUAT IO N TO O L /S IT UAT IO N Multiple choice tasks

FO R G R ADE 3 T H E ST UDE N T

FO R G R ADE 4 T H E ST UDE N T

FO R G R ADE 5 T H E ST UDE N T

●● doesn’t know the basic project-related definitions and methodologies

●● knows the basic project-related definitions and methodologies

●● knows the basic projectrelated definitions, methodologies, organisations and accreditation systems

●● is not capable of pointing out the main elements of a project’s environment

●● is capable of pointing out the main elements of a project’s environment

●● is capable of pointing out the main elements of a project’s environment, as well as typical groups of stakeholders

●● is capable of pointing out, in a creative way, the main elements of a project’s environment, as well as typical groups of stakeholders

●● is not able to outline the elements of an organisation’s strategy that influence its choice of projects to be realised

●● is able to outline the elements of an organisation’s strategy that influence its choice of projects to be realised

●● is able to explain why organisations choose some projects and reject others

●● is able to explain why organisations choose some projects and reject others, referring, among others, to profit measurements and KE guidelines

●● is not able to outline a project’s charter

●● is able to outline a project’s charter

●● is able to clearly outline a project’s charter

●● is able to outline a project’s charter and provide examples of a project’s authorisation

www.wse.krakow.pl

MODULE III: Norway – language, culture and business Learning objectives

After completing the course the student: £ can outline the attitudes, values and behaviours characteristic of the Norwegian culture, as well as the main features of this country’s business environment, £ understands the main aspects of the Norwegian culture and the consequences of this country’s national characteristics, £ is aware of the crucial role of skills on the Norwegian job market

Training scope

£ Historical perspective £ The country’s geography £ Business and professional life Form of classes

FO R M O F C L A SSES

R E AL ISAT IO N M E T H O D

Lecture

Evaluation methods

Presentation, discussion, debate, group work.

EVA LUAT I O N MET HO D Essay

Criteria of the evaluation of the achieved learning outcomes

£ Everyday life £ Manners and habits £ Values and attitudes

FO R GR A D E 2 T HE ST U D ENT

DES CR IP T IO N O F T H E EVALUAT IO N TO O L /S IT UAT IO N Students write essays relating to the covered material. Essays have to be ready up to 3 days after the last class.

FO R G R ADE 3 T H E ST UDE N T

FO R G R ADE 4 T H E ST UDE N T

FO R G R ADE 5 T H E ST UDE N T

●● is not able to describe the system of values, beliefs and behaviours characteristic of the Norwegian culture

●● is able to describe, ●● is able to accurately in part, the system describe the system of values, beliefs and of values, beliefs and behaviours characteristic behaviours characteristic of the Norwegian culture of the Norwegian culture

●● is able to describe in detail the system of values, beliefs and behaviours characteristic of the Norwegian culture

●● is not able to define the Norwegian culture’s key elements

●● is able to partially define the Norwegian culture’s key elements

●● is able to accurately define the Norwegian culture’s key elements

●● is able to define in detail the Norwegian culture’s key elements

●● is able to point out the objectives and operation rules of Norwegian institutions related to a give sphere of project activity

●● is able to give a detailed account of the objectives and operation rules of Norwegian institutions related to a give sphere of project activity

●● is not able to point ●● is able to point out out the objectives some of the objectives and operation rules of and operation rules of Norwegian institutions Norwegian institutions related to a give sphere of related to a give sphere project activity of project activity

●● is not able to establish ●● is able to establish ●● is able to establish ●● is able to provide the conditions for the some of the conditions the conditions for the a comprehensive account functioning of institutions for the functioning of functioning of institutions of the conditions for the related to a given sphere institutions related to related to a given sphere functioning of institutions of project activity a given sphere of project of project activity related to a given sphere of activity project activity ●● is not able to plan a project development taking into account the major social phenomena typical of the Norwegian culture

●● is able to prepare ●● is able to accurately plan a partial plan of a project a project development development taking into taking into account the account the major social major social phenomena phenomena typical of typical of the Norwegian the Norwegian culture culture

●● is able to prepare a detailed project development plan taking into account the major social phenomena typical of the Norwegian culture

●● is not able to explain ●● is only able to partially ●● is able to properly ●● is able to fully explain what what it means to explain what it means explain what it means it means to participate participate in actions in actions promoting the to participate in to participate in actions promoting the protection protection of the cultural actions promoting the promoting the protection of the cultural heritage protection of the cultural of the cultural heritage heritage of their region, of their region, country, heritage of their region, of their region, country, country, Europe Europe country, Europe Europe ●● doesn’t have any interest in current cultural events, innovative forms of artistic expression and new phenomena observed in the field of art

●● has interest in chosen current cultural events, innovative forms of artistic expression and new phenomena observed in the field of art

●● has real interest in current ●● is actively involved in cultural events, innovative current cultural events and forms of artistic innovative forms of artistic expression and new expression phenomena observed in the field of art

www.wse.krakow.pl

MODULE IV: Operational project management Learning objectives

After completing the course the student: £ is able to create a project’s work breakdown structure (WBS), £ knows how to design a network plan, arrange a schedule and calculate the project’s critical path, £ can draw up a project’s budget, £ is familiar with methods of project development monitoring (the basics of EVM),

£ knows how a project’s quality can be ensured, £ is able to identify the existing risks and plan

£ Work breakdown structure (work packages). £ Defining task within a project £ Determining the order of tasks £ making estimations about the task completion

£ Making estimations about the project costs £ Setting a budget £ Profit measures £ Controlling expenditures £ Monitoring and control tools (EVM). £ Ensuring the quality of a project £ Risk management £ Developing a project in a simulation game

a risk management strategy, £ can prepare a model of a simple project structure (WBS, a network plan) using a computer system, £ can make rational decisions related to managing a simple project in a simulation game environment.

Training scope

time

£ The network diagram and the Critical Path Method

£ Designing a schedule – the Gantt Chart £ Making estimations about resources Form of classes

FO R M O F C L A SSES

environment (a closing simulation game).

R E AL ISAT IO N M E T H O D

Practical classes

Lecture, seminar and brainstorming (usually as an introduction to particular topics), quick group activities. Simulation game.

Laboratory

Practical exercises in the environment of the Microsoft Project 2013 system.

Evaluation methods EVA LUAT I O N MET HO D Test

Criteria for the evaluation of the achieved learning outcomes

FO R GR A D E 2 T HE ST U D ENT

DES CR IP T IO N O F T H E EVALUAT IO N TO O L /S IT UAT IO N Multiple choice tasks.

FO R G R ADE 3 T H E ST UDE N T

FO R G R ADE 4 T H E ST UDE N T

FO R G R ADE 5 T H E ST UDE N T

●● is not able to outline the methods of ensuring the project’s quality

●● is able to outline the basic methods of ensuring the project’s quality

●● is able to outline the main methods of ensuring the project’s quality

●● is able to outline the main methods of ensuring the project’s quality and refer to the most typical norms

●● is not able to prepare any work breakdown structure

●● is able to discuss the main types of work breakdown structures

●● is able to prepare ●● is able to prepare a work a work breakdown breakdown structure and structure and a network a network plan, as well as to plan complement the network plan to achieve the so-called grid structure

●● is not able to list the main project control methods

●● is able to list the main project control methods and simple EVM indexes

●● is able to calculate and interpret the main indexes of the earned values management (EVM) method

●● is able to calculate and interpret the main indexes of the earned values management (EVM) method and make calculations on the project’s results

●● is not able to describe any risk identification method

●● is able to describe the ●● is able to describe the main risk identification main risk identification method and method and a chosen project risk a chosen project risk management process management process, as well as to identify and plan risks

●● is able to describe the main risk identification method and a chosen project risk management process, as well as to identify and plan risks using all the available reaction methods

●● doesn’t have the skill of solving problematic issues related to choosing a proper action strategy, designing and developing a project

●● has basic skills in terms ●● has good skills in of solving problematic terms of solving issues related to problematic issues choosing a proper related to choosing action strategy, a proper action designing and strategy, designing and developing a project developing a project.

●● has great skills in terms of solving problematic issues related to choosing a proper action strategy, designing and developing a project, and predicting the consequences of planned enterprises

www.wse.krakow.pl

MODULE V: Team management and communication strategies Learning objectives

After completing the course the student: £ can describe the role and competences of a project manager; they will also be familiar with potential communication styles to be demonstrated by team members and creative teamwork techniques; £ is aware of the fundamental role of the project leader and the necessity to create an efficient team in keeping with the principles of open communication, defining objectives, allocating tasks in a clear way and assigning responsibility to particular team members; £ is skilled in the art of conversation and differentiating various communication styles. Can list the competences and tasks of a project manager, as well as to adopt creative techniques in the processes of problem-solving and decision-making.

Training scope

£ Project leader – the role, recruitment criteria, necessary competences and skills. Management styles. £ Project team – people as a project resource. £ The skills matrix and team roles. £ RAM.

Form of classes

FO R M O F C L A SSES Practical classes

£ Division of skills and the requirements for recruiting team members.

£ Team management and communication within a team – communication styles and strategies. Creative problem-solving techniques. £

R E AL ISAT IO N M E T H O D Lecture, seminar, discussions, quick group tasks, playing roles game, simulation game.

Evaluation methods EVA LUAT I O N MET HO D Test

Criteria for the evaluation of the achieved learning outcomes

FO R GR A D E 2 T HE ST U D ENT

DES CR IP T IO N O F T H E EVALUAT IO N TO O L /S IT UAT IO N Multiple choice tasks

FO R G R ADE 3 T H E ST UDE N T

FO R G R ADE 4 T H E ST UDE N T

FO R G R ADE 5 T H E ST UDE N T

●● doesn’t have the skill of ●● has the skill of explaining explaining the phenomena some of the phenomena occurring during the project occurring during the project cycle, drawing correct cycle, drawing correct conclusions and applying conclusions and applying them in real-life situations in them in real-life situations in future life future life

●● has the skill of explaining ●● has the skill of explaining in detail the phenomena occurring the phenomena occurring during during the project cycle, the project cycle, drawing correct drawing correct conclusions conclusions and applying them in and applying them in realreal-life situations in future life life situations in future life

●● is not aware of the variety of communication style and related differences in encoding and decoding information depending on the preferred style

●● is aware of some symptoms of the variety of communication style and related differences in encoding and decoding information depending on the preferred style

●● is aware of the variety of communication style and related differences in encoding and decoding information depending on the preferred style

●● has no problem identifying particular communication styles and related differences in encoding and decoding information depending on the preferred style

●● doesn’t have the skill of solving the problems typical of their sphere of activity and predict the consequences of the planned actions

●● has the skill of solving some of the problems typical of their sphere of activity and predict the consequences of the planned actions, using, among others, creative techniques

●● has the skill of solving the majority of problems typical of their sphere of activity and predict the consequences of the planned actions, using, among others, creative techniques

●● has the skill of solving all of the problems typical of their sphere of activity and predict the consequences of the planned actions, using, among others, creative techniques

●● doesn’t know how to manage a project team, define objectives, or plan and realise tasks related to project team management

●● knows how to manage a project team, define some of the objectives, plan and realise some of the tasks related to project team management

●● knows how to manage a project team, define the majority of objectives, plan and realise the majority of the tasks related to project team management

●● knows how to efficiently manage a project team, define the objectives, plan and realise the tasks related to project team management

●● is not capable of assessing the quality of performed tasks and drawing conclusions based on that

●● is capable of assessing ●● is capable of assessing the the quality of some of the quality of the majority of performed tasks, drawing performed tasks, drawing conclusions and taking them conclusions and taking into account during future them into account during tasks future tasks

●● is not capable of teamwork ●● makes an effort to work as ●● is capable of teamwork and and assuming different team part of a group and assume assuming different team roles, including that of the different team roles, including roles, including that of the team leader that of the team leader team leader

●● accurately assesses the quality of the performed tasks and, draws conclusions and takes them into account during future tasks

●● is skilled in teamwork and assuming different team roles, including that of the team leader

www.wse.krakow.pl

MODULE VI: Intercultural aspects of project management Learning objectives

After completing the course the student: £ can point out the relation between a given country’s culture and specificity of the performed international project management, £ shows a good level of intercultural competence and is aware of the importance of intercultural communication for the process of planning and adopting particular solutions in international contexts, £ has skills necessary for efficient teamwork.

Training scope £ Cultural differences and international project

management. Chances and challenges. Problem analysis – McDonald’s in Russia, Volkswagen in China. An introductory class. £ Classification of the world’s civilizations. The types of business cultures. Pro-transactional and pro-partnership cultures. A case study: the Singapore economic miracle – an example of social management. £ Country-specific conditions for team management. Ceremonial and non-ceremonial cultures,

Form of classes

FO R M O F C L A SSES Laboratory

Evaluation methods

Criteria for the evaluation of the achieved learning outcomes

expressive and reserved cultures. Problem analysis – difficulties in team management in an international environment. Introduction to a debate. £ A debate: Are international teams more innovative and creative? Cultural negotiation models and reaching an agreement within a team – group work. £ Management Laboratory I. Managing an international project scenario. £ Management Laboratory II. Problem-solving within international projects – a case study.

R E AL ISAT IO N M E T H O D Presentation, case study, discussion, debate, stock of ideas, problem analysis, simulation game, group work.

EVA LUAT I O N MET HO D

DES CR IP T IO N O F T H E EVALUAT IO N TO O L /S IT UAT IO N

Test

A student receives two questions in which problematic situations in the field of international project management are described. Based on the know-how gained during the classes, as well as their own knowledge, they suggest solutions to the problems.

Group work

During the Management Laboratory I and the Management Laboratory II students work in groups. The performed tasks constitute material for assessing their cooperation skills and the level of involvement in group work.

FO R GR A D E 2 T HE ST U D ENT

FO R G R ADE 3 T H E ST UDE N T

FO R G R ADE 4 T H E ST UDE N T

FO R G R ADE 5 T H E ST UDE N T

●● is not able to explain the main social phenomena, draw conclusions from them and use them in their future lives

●● is able to explain the main social phenomena, draw conclusions from them and use them in their future lives

●● is able to explain the majority of social phenomena, draw conclusions from them and use them in their future lives

●● is able to explain the majority of social phenomena, draw conclusions from them, evaluate them, and use them in their future lives

●● doesn’t understand the relation between the means of expression used in the project and the form of message targeted at the receiver

●● shows a basic understanding of the relation between the means of expression used in the project and the form of message targeted at the receiver

●● shows a comprehensive understanding of the relation between the means of expression used in the project and the form of message targeted at the receiver

●● shows a deep understanding of the relation between the means of expression used in the project and the form of message targeted at the receiver

●● is not capable of solving problematic issues relating to their sphere of activity and predicting the consequences of the planned enterprises

●● is capable of solving problematic issues relating to their sphere of activity and predicting some of the consequences of the planned enterprises

●● is capable of solving problematic issues relating to their sphere of activity and predicting the consequences of the planned enterprises

●● effectively solves problematic issues relating to their sphere of activity and predicts the consequences of the planned enterprises

●● doesn’t possess the organisational skills allowing them to plan and complete tasks related to a chosen sphere of human activity

●● possesses basic organisational skills allowing them to plan and complete tasks related to a chosen sphere of human activity

●● possesses the organisational skills allowing them to plan and complete tasks related to a chosen sphere of human activity

●● possesses the organisational and leadership skills allowing them to actively and efficiently plan and complete tasks related to a chosen sphere of human activity

●● is not able to assess the ●● is able to assess the level ●● is able to assess the level level and quality of the and quality of some of the and quality of the services services provided in a given services provided in a given provided in a given sphere sphere of human activity sphere of human activity of human activity

●● is able to assess the level and quality of the services provided in a given sphere of human activity and establish which elements should be improved to further increase the receiver’s satisfaction

●● is not capable of teamwork and assuming any of team roles

●● is only partially capable of teamwork and assuming different team roles

●● is capable of teamwork and assuming different team roles

●● has leadership skills and is capable of teamwork, assuming different team roles

●● doesn’t demonstrate the social attitude of openness to teamwork

●● demonstrates, at the basic level, the social attitude of openness to teamwork

●● demonstrates the social attitude of openness to teamwork

●● demonstrates the developed social attitude of openness to teamwork and knows how to inspire a team to work together

www.wse.krakow.pl

100

MODULE VII: Planning and realising developmental and humanitarian projects Learning objectives

After completing the course the student: £ properly assesses documents of an organisation applying for financing in terms of its action strategy, priorities and the profile of the donor organisation, £ shows a full understanding of processes related to planning and carrying out projects financed from international funds and of the employed tools, £ can identify the financing source of projects realised as part of international developmental programmes and prepare a project application in keeping with the methodologies promoted by international institutions such as the European Commission and the World Bank.

Training scope

An overview of the available sources of financing developmental and humanitarian projects. £ An overview of Polish and foreign financing institutions. £ Analysis of the project documentation (strategic aims and programmes of the financing institutions, contest documentation, programme mandates and criteria for the financing of enterprises). £ The project management methodology recommended, for instance, by the European Commission, the World Bank and Polish implementing

Form of classes

FO R M O F C L A SSES Practical classes

Evaluation methods

EVA LUAT I O N MET HO D

FO R GR A D E 2 T HE ST U D ENT

£ £ £

R E AL ISAT IO N M E T H O D Presentation, case study, discussion, group work.

Test based on a case study

Criteria for the evaluation of the achieved learning outcomes

institutions (the Project Cycle Management method, the Logical Framework matrix). Designing a project (analysis stage) – analysis of the problem, stakeholders and needs, choice of a particular action strategy. Designing a project (planning stage) – drawing up an action plan and a schedule, determining the necessary resources and budget. The basic criteria for project evaluation. Success rates and risk in projects. Key elements of a project application (working on an application).

DES CR IP T IO N O F T H E EVALUAT IO N TO O L /S IT UAT IO N Students are presented with a case study – they suggest solutions and develop chosen tools (e.g. logical framework matrix, risk register, schedule, budget).

FO R G R ADE 3 T H E ST UDE N T

FO R G R ADE 4 T H E ST UDE N T

FO R G R ADE 5 T H E ST UDE N T

●● is not capable of examining social phenomena, drawing conclusions and implementing them into a project’s life cycle

●● is capable of examining some of social phenomena, drawing conclusions and implementing them into a project’s life cycle

●● is capable of examining the majority of social phenomena, drawing conclusions and implementing them into a project’s life cycle

●● is capable of thoroughly examining social phenomena, drawing conclusions and implementing them into a project’s life cycle

●● is not able to define the relations between the project’s stakeholders and accurately allocate their tasks and responsibilities within the project

●● is able to define the main relations between the project’s stakeholders and accurately allocate their tasks and responsibilities within the project

●● is able to define the relations between the project’s stakeholders and accurately allocate their tasks and responsibilities within the project

●● is fully aware of all the relations between the project’s stakeholders and is able to accurately allocate their tasks and responsibilities within the project

●● doesn’t have the skill of solving problematic issues related to the choice of a proper action strategy, as well as designing and developing the project

●● has a basic skill of solving problematic issues related to the choice of a proper action strategy, as well as designing and developing the project

●● has the skill of solving problematic issues related to the choice of a proper action strategy, as well as designing and developing the project

●● has the skill of solving problematic issues related to the choice of a proper action strategy, as well as designing and developing the project and predicting the consequences of the planned enterprises

●● doesn’t possess the organisational skills allowing for planning and developing a project

●● possesses basic organisational skills allowing for planning and developing a project

●● possesses the organisational skills allowing for planning and developing a project

●● possesses the organisational and leadership skills allowing for active and efficient planning and developing of project

www.wse.krakow.pl

101

MODULE VIII: International cultural projects in the urban space Learning objectives

Training scope

After completing the course the student: £ can define the role of culture in developmental politics and outline the main tools of culture management within the space of one’s city, region and country, £ is aware of the consequences of the choice of a given development aim and of the importance of international cooperation for the development of local and national cultures, £ has basic skills in terms of designing international cultural projects to be developed in the urban space.

£ Politics or market – consequences of the choice of particular development aims and the conditions necessary for culture to develop. Culture and a country’s policy. Nation branding development. £ Culture in the local government’s policy. Territorial marketing. Culture in the policy of the municipal authorities. Marketing through culture. Creating the city’s brand. £ Strategic and operational planning and management and the fulfilment of the city’s

Form of classes

FO R M O F C L A SSES Practical classes

Evaluation methods

Criteria for the evaluation of the achieved learning outcomes

R E AL ISAT IO N M E T H O D Presentation, case study, discussion, group work.

EVA LUAT I O N MET HO D Test

development aims. The city’s own tasks and cultural patronage. £ Legal conditions for planning and developing local and international urban projects. Sources of financing international projects. £ The marketing of culture and marketing through culture. The city’s marketing tools to be used on the international scene and target groups (partner cities/twinning). The European Capital of Culture as an instrument of implementing European policies and developing good management practices.

DES CR IP T IO N O F T H E EVALUAT IO N TO O L /S IT UAT IO N Multiple choice test

FO R GR A D E 2 T HE ST U D ENT

FO R G R ADE 3 T H E ST UDE N T

FO R G R ADE 4 T H E ST UDE N T

FO R G R ADE 5 T H E ST UDE N T

●● cannot define the culture’s role in the developmental policy of the country, city and region nor outline the main instruments of culture management in the urban space (strategy, marketing, finances, leadership)

●● can partially define the culture’s role in the developmental policy of the country, city and region and outline the main instruments of culture management in the urban space (strategy, marketing, finances, leadership)

●● can accurately define the culture’s role in the developmental policy of the country, city and region and outline the main instruments of culture management in the urban space (strategy, marketing, finances, leadership)

●● can provide a comprehensive definition of the culture’s role in the developmental policy of the country, city and region and outline the instruments of culture management in the urban space (strategy, marketing, finances, leadership)

●● is not able to define the relations between the project’s particular stakeholders nor plan the level of their involvement in the project

●● is able to define basic relations between the project’s particular stakeholders and partially plan the level of their involvement in the project

●● is able to define the relations between the project’s particular stakeholders and plan the level of their involvement in the project

●● shows a full understanding of the relations between the project’s particular stakeholders and knows how to properly plan the level of their involvement in the project

●● doesn’t have the skill of solving problematic issues related to the choice of a proper action strategy, as well as to designing and developing a project

●● has the skill of solving, at the most basic level, problematic issues related to the choice of a proper action strategy, as well as to designing and developing a project

●● has the skill of solving problematic issues related to the choice of a proper action strategy, as well as to designing and developing a project

●● has the skill of solving problematic issues related to the choice of a proper action strategy and to designing/ developing a project; as well as of predicting the consequences of the planned enterprises

●● doesn’t possess the organisational skills allowing for designing/developing a project

●● possesses basic organisational skills allowing for designing/ developing a project

●● possesses the organisational skills allowing for designing/developing a project

●● possesses the organisational and leadership skills allowing for active and efficient designing/developing of a project

www.wse.krakow.pl

102

MODULE IX: Projects in international organisations Learning objectives

After completing the course the student: £ can point out and define the main aims, resources and operation possibilities of international organisation specializing in projects, £ shows an understanding of the cooperation principles relating to sponsors and partners, £ knows how to find niches in the field of international cooperation and define the organisation’s operation areas.

Training scope

Form of classes

£ Characteristics of international project

£ Financing international projects by the

organisations. £ Finding niches in the field of international cooperation and defining operation areas – the example of the Polish Prize of Sérgio Vieira de Mello, the UN’s High Commissioner for Human Rights.

International Visegrad Fund. Partnership parameters at the Visegrad £ Summer School. Areas of cooperation within the project development. Tasks of the organiser and partners. Integrated management. £ Results of cooperation and the organisation’s development.

FO R M O F C L A SSES Practical classes

Evaluation methods

EVA LUAT I O N MET HO D Final test

Criteria for the evaluation of the achieved learning outcomes

R E AL ISAT IO N M E T H O D Presentation, case study, discussion and group work.