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A New Paradigm for Learners and Teachers Thanks to Situational Pedagogical Games

Author

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  • Walter Nuninger

    (Université de Lille)

  • Jean-Marie Châtelet

    (Université de Lille)

Abstract

Part of sustainable outcomes in Higher Education relies on the design of trainings able to help learners to develop transversal skills. Beyond such challenges, the aim is to obtain widespread involvement and to take advantage of interaction and dialogue in order to facilitate deeper learning and strengthen autonomy and decision-making based on specific context. An evolving pedagogical game, conducted over fifteen years in Master's degrees with inter-cultural groups, is presented; guiding learners towards skills in quality management. It has inspired a set of pedagogical mini-games (lasting less than two hours) as a solution to face the evolution of trainees' expectations and the reduction of time; part of hybridized courses, the aim is to incent involvement and learning with focus on knowledge. Results and comparison bring out the non-variable parts in order to make the best of such devices; worthwhile adaptation to increase problem-solving ability and future efficiency in the workplace.

Suggested Citation

  • Walter Nuninger & Jean-Marie Châtelet, 2016. "A New Paradigm for Learners and Teachers Thanks to Situational Pedagogical Games," Post-Print hal-03711917, HAL.
    • Handle: RePEc:hal:journl:hal-03711917
    DOI: 10.4018/978-1-5225-0024-7.ch013
    as

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