1. Anna Linnakylä Researcher Agora Center, University of Jyväskylä Finland Petri Lounaskorpi Pedagogical Consultant Municipality of Konnevesi Finland Involving teachers in virtual game- based learning environments

2. Contents Background Objectives Potential of games for learning The 3 generations of educational games Discovering good practices with teachers The model for training The principles of training Training of trainers Side-by-side collaboration

3. Background Even though the Finnish school has proved to be successful in international assessments of school achievements (PISA, OECD 2010), the virtual game-based learning environments are not widely experimented and exploited in schools. Challenges: Inability of new environments to pervade into the curriculum Teachers’ attitudes and suspicions Lack of technological resources Lack of knowledge about potential games Lack of training and support (principal, teacher networks) Lack of time

4. Objectives to develop a teacher- and curriculum-friendly programme to involve teachers in virtual game- based teaching and learning environments in order to renew pedagogy and, finally, to enhance students’ motivation as well as experimental knowledge building, problem solving and collaborative ways of learning.

5. Potential of games for learning motivating and engaging motivation often linked to learning new skills and contents Suitable challenges  Flow How could this be coupled with learning the subjects of the curriculum?

6. The 3 generations of educational games Egenfeldt-Nielsen (2007: 273)

7. Discovering good practices with teachers In practice, we invite teachers to experience available educational games and virtual worlds such as Second Life and encourage teachers to participate on the development process of these environments as well as the development of their pedagogical use.

8. Recruitment of peer -trainers Pilot Teachers networks Marketing Tailoring Training Teachers’ reports to share Follow-up, development Content creation model The model of training

9. The principles of training Inspiring to teachers Small steps Personal plan according to interests Always benefit first (curriculum- friendly) Built on previous skills Concrete outcomes Evaluation models Support and commitment of the whole organization

10. Training of trainers The whole number of teachers Teachers to be trained as trainers (5-10%) 4 modules of training Training of trainers Pilot trainings Side-by-side and peer trainings for everybody

11. Side-by-side collaboration Is personal guiding and interaction between the trainer and the trainee. Takes place during the working day, between, before or after the lessons. The principle is learning by trying and doing. The side-by-side is an interactive session between the trainer and the trainee. The trainees’ personal ICT skill level and interest is the starting point of the planning and working together. The trainees’ ICT needs, aims and expectations create the starting level and context. Side-by-side training is tailored in the beginning of the session by the skill level evaluation or discussion. Side-by-side training is always done on the terms of the trainees. The basic principles of the side-by-side training are encouragement, discovery, problem solving and collaboration.

12. Thank you for your interest! References Egenfeldt-Nielsen, S. (2007) Third generation educational use of computer games. Journal of Educational Multimedia and Hypermedia 16 (3) 263-281. Gee, J. P. (2007). Good video games + good learning: Collected essays on video games, learning and literacy. New York: Peter Lang. Järvinen, A., Heliö, S. & Mäyrä, F. (2002) Communication and Community in Digital Entertainment Services. Prestudy Research Report. Tampere: University of Tampere. Hypermedia laboratory. OECCD 2010. What students know and do: Students’ performance in reading, mathematics and science. First results from PISA 2009. Paris: OECD. Shear, L., Novais, G. & Moorthy, S. (2010) Innovative Teaching and Learning Research. Executive Summary. ITLresearch.