PHASES AND WORKS TO DEVELOP

O4. Creation of mini games scenarios

Leader: WARRINGTON COLLEGE

August 2016 – November 2016 [4 months]

Aim: Create some different scenarios that reflect the most common and real situations in building site.

The scenarios in the serious game should be designed in such a way that this goal can be achieved. They should aim at acquiring the various skills needed to perform the job safely. Only when you know what the student must learn, one can design and implement cues to stimulate learning.

It is necessary to take into account the data from A1 of IO2 and the interaction between the trainee and the training system, as well as personal characteristics.

• A1. Brainstorming of scenarios according to educational perspective (learning possibilities) 

The definition of learning goals, the design of cues that correspond with those learning goals and the anticipation on the student’s behaviour.

The partners will share their estimation about “how can we design such a scenario so that these learning needs are met?” and will write a report with a list of proposals.

• A2. Technical perspective (technical feasibility)

Evaluation of the proposed solution based on the possibilities and constrain of the technical system is exactly how scenarios should be design according to the technical perspective.

Report with the results of the study.

• A3. Process validation by NAG

To warranty the fidelity of the scenarios to the reality. NAG, has a wide knowledge about the real deal and is therefore able to determine whether or not certain (proposed) aspects of a scenario are feasible in terms of reality.

Report with the feedback of the NAG.

• A4. Conceptual design of the scenario

Upon the learning outcomes design of the scenarios.

Report with typical pupils mistakes; trigger cues; and evaluation method.

Output media: Report including the results (reports) of all activities

O5. Software Development

Leader: OPEN UNIVERSITY OF NETHERLANDS

December 2016 – April 2017 [5 months]

Aim: To generate or produce taking in account a technological development a training system to facilitate trainees the learning on H&S skills and promotion of preventive-safely attitude.

This way, H&S skills may be transferred to migrants by new technologies or multimedia resources, making easier the promotion of safe values.

• A1. Technical software needs and specifications

Analyze the work in regard:

- Dimension of the necessary software architecture (usability, compatibility, modernity and cost-benefit ratio).

- Adaptation of the system to project requirements.

- Production of multimedia resources.

- Implementation of resources and contents.

- Interface design and user interaction mode.

Write a report with this information.

• A2. Instructional system design

This activity will decide aspects like number of screens by content, sections of the system, controls placement, help and FAQs, interface, graphic design.

Report with the results of the study.

• A3. Monitoring and support for the development

To adjust the characteristics of the application to the objectives of the project should track the following matters:

- Software architecture.

- Adaptation of the system to project requirements.

- Review of 3D objects and scenarios.

- Review of multimedia resources: Augmented Reality, animations, videos and others resources to support the training modules learning.

- Interface design and user interaction mode.

- Implementation of the training units (learning outcomes) on the mobile application.

Output media: Learning APP Basic H&S Skills.