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

Walter Nuninger () and Jean-Marie Châtelet
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Walter Nuninger: Université de Lille
Jean-Marie Châtelet: Université de Lille

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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.

Date: 2016
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Published in Handbook of Research on Quality Assurance and Value Management in Higher Education, IGI Global, pp.325-361, 2016, Advances in Educational Marketing, Administration, and Leadership, ⟨10.4018/978-1-5225-0024-7.ch013⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-03711917

DOI: 10.4018/978-1-5225-0024-7.ch013

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