C2ELT2S - A Competitive, Cooperative and Experiential Learning-based Teamwork Training Strategy Game: Design and Proof of Concept

Matthias Maurer, Christopher Cheong, France Cheong, Christian Gütl

Research output: Chapter in Book/Report/Conference proceedingConference contributionResearchpeer-review

Abstract

PThe assessment of digital skills and competencies required to make use of digital resources poses several challenges. In order to evaluate the current situation and trends, this research study initially presents a review of history, existing trends and digital competence frameworks, learning and teaching methodologies for dig-ital literacy and provides insights and recommendations. The review of existing framework and methods used to assess digital skills of different groups has re-vealed that self-assessment is an assessment category that most often results in an overestimation of own digital skills by respondents. To address such deficiencies, a digital competency model (DigComp) was created in 2013, as part of the EU Education and Training Agenda 2020. This model describes which skills and competencies are needed to use digital technologies in a confident, critical, collab-orative and creative way and to accomplish the goals related to work, learning, and leisure in a digital society. Starting from the existing framework, this research study devises a conceptual model to support teaching and training. Each user group requires a different approach in order to accurately evaluate their digital competences; therefore, the use of a flexible and integrated approach is necessary. The model proposed in this study describes which skills should be learned, how they should be taught, and how they can be assessed.
Original languageEnglish
Title of host publicationProceedings of ICBL 2019
PublisherSpringer
Number of pages14
Publication statusAccepted/In press - 2019

Fingerprint

teamwork
learning
trend
Teaching
self-assessment
Group
EU
literacy
methodology
history
resources
education

Fields of Expertise

  • Information, Communication & Computing

Cite this

Maurer, M., Cheong, C., Cheong, F., & Gütl, C. (Accepted/In press). C2ELT2S - A Competitive, Cooperative and Experiential Learning-based Teamwork Training Strategy Game: Design and Proof of Concept. In Proceedings of ICBL 2019 Springer.

C2ELT2S - A Competitive, Cooperative and Experiential Learning-based Teamwork Training Strategy Game: Design and Proof of Concept. / Maurer, Matthias; Cheong, Christopher ; Cheong, France ; Gütl, Christian.

Proceedings of ICBL 2019. Springer, 2019.

Research output: Chapter in Book/Report/Conference proceedingConference contributionResearchpeer-review

Maurer, Matthias ; Cheong, Christopher ; Cheong, France ; Gütl, Christian. / C2ELT2S - A Competitive, Cooperative and Experiential Learning-based Teamwork Training Strategy Game: Design and Proof of Concept. Proceedings of ICBL 2019. Springer, 2019.
@inproceedings{d8e00b92ab2c4980af21f59e7a1f15d2,
title = "C2ELT2S - A Competitive, Cooperative and Experiential Learning-based Teamwork Training Strategy Game: Design and Proof of Concept",
abstract = "PThe assessment of digital skills and competencies required to make use of digital resources poses several challenges. In order to evaluate the current situation and trends, this research study initially presents a review of history, existing trends and digital competence frameworks, learning and teaching methodologies for dig-ital literacy and provides insights and recommendations. The review of existing framework and methods used to assess digital skills of different groups has re-vealed that self-assessment is an assessment category that most often results in an overestimation of own digital skills by respondents. To address such deficiencies, a digital competency model (DigComp) was created in 2013, as part of the EU Education and Training Agenda 2020. This model describes which skills and competencies are needed to use digital technologies in a confident, critical, collab-orative and creative way and to accomplish the goals related to work, learning, and leisure in a digital society. Starting from the existing framework, this research study devises a conceptual model to support teaching and training. Each user group requires a different approach in order to accurately evaluate their digital competences; therefore, the use of a flexible and integrated approach is necessary. The model proposed in this study describes which skills should be learned, how they should be taught, and how they can be assessed.",
author = "Matthias Maurer and Christopher Cheong and France Cheong and Christian G{\"u}tl",
year = "2019",
language = "English",
booktitle = "Proceedings of ICBL 2019",
publisher = "Springer",

}

TY - GEN

T1 - C2ELT2S - A Competitive, Cooperative and Experiential Learning-based Teamwork Training Strategy Game: Design and Proof of Concept

AU - Maurer, Matthias

AU - Cheong, Christopher

AU - Cheong, France

AU - Gütl, Christian

PY - 2019

Y1 - 2019

N2 - PThe assessment of digital skills and competencies required to make use of digital resources poses several challenges. In order to evaluate the current situation and trends, this research study initially presents a review of history, existing trends and digital competence frameworks, learning and teaching methodologies for dig-ital literacy and provides insights and recommendations. The review of existing framework and methods used to assess digital skills of different groups has re-vealed that self-assessment is an assessment category that most often results in an overestimation of own digital skills by respondents. To address such deficiencies, a digital competency model (DigComp) was created in 2013, as part of the EU Education and Training Agenda 2020. This model describes which skills and competencies are needed to use digital technologies in a confident, critical, collab-orative and creative way and to accomplish the goals related to work, learning, and leisure in a digital society. Starting from the existing framework, this research study devises a conceptual model to support teaching and training. Each user group requires a different approach in order to accurately evaluate their digital competences; therefore, the use of a flexible and integrated approach is necessary. The model proposed in this study describes which skills should be learned, how they should be taught, and how they can be assessed.

AB - PThe assessment of digital skills and competencies required to make use of digital resources poses several challenges. In order to evaluate the current situation and trends, this research study initially presents a review of history, existing trends and digital competence frameworks, learning and teaching methodologies for dig-ital literacy and provides insights and recommendations. The review of existing framework and methods used to assess digital skills of different groups has re-vealed that self-assessment is an assessment category that most often results in an overestimation of own digital skills by respondents. To address such deficiencies, a digital competency model (DigComp) was created in 2013, as part of the EU Education and Training Agenda 2020. This model describes which skills and competencies are needed to use digital technologies in a confident, critical, collab-orative and creative way and to accomplish the goals related to work, learning, and leisure in a digital society. Starting from the existing framework, this research study devises a conceptual model to support teaching and training. Each user group requires a different approach in order to accurately evaluate their digital competences; therefore, the use of a flexible and integrated approach is necessary. The model proposed in this study describes which skills should be learned, how they should be taught, and how they can be assessed.

M3 - Conference contribution

BT - Proceedings of ICBL 2019

PB - Springer

ER -