Working on the #LearningEngine matching #learning to #skillgaps #skills

Forget the search engine, ravel on the emergence of the Learning Engine (admittedly it is still a dream in progress, but we are getting closer)

What made search engines so innovative decades ago? 

They created connections. Connections between online users and content. The search engine developers did not produce a lot of content, but they referred to content from outside providers, and that was what made it special: the immediate connection. It connected supply with demand, connecting small and big businesses, individuals and groups. The service built upon existing new developments that each of the content producers provided. 

Content free and available. A great big benefit of the content that comes up in the search engines is of course that it is free, ... which is a lot more difficult if you are trying to build a learning engine. Professional courses are rarely free (MOOCs notwithstanding), and in a lot of cases even the courses themselves are behind closed walls: e.g. online courses only available for employees, for registered students...

Search engines are great, but Learning Engines are becoming a really urgent demand

The shift in our professional society is no longer about jobs that disappear due to automation, it is about jobs diversifying through the demands of change, driven by innovation. Learning to learn is becoming essential to being employed and moving forward (or at least it seems that way for some of the jobs in sectors driven by innovation and change). 

In order to learn how to do a variety of jobs, we need to learn, and we need to personalize each of our learning journeys based on our previous experiences and skills, both hard and soft skills. This is where the Learning Engine comes in and takes shape. At InnoEnergy I am now co-developing learning for real life jobs. At present ‘addressing the skills gap’ is all the rave. LinkedIn is investing in its Economic Graph, Burning glass and alike are gathering data on Skills, countries and regions are building skills taxonomies (e.g. Nesta ), that can be used either in manual brainstorms and in Artificial Intelligence driven projects. 

If you take into considerations these latest tech-innovations and options, it isn't difficult to imagine a true personalized Learning Engine. 

The challenge is how to build a Futureproof Workforce? Maybe a Learning Engine

With the Learning Engine in my mind it combines innovation, AI and learning skills for the sustainable energy sector (as EIT InnoEnergy works within the sustainable energy sector). Basically, the project identifies industry needs, pinpoints emerging skill gaps in the sustainable energy sector, analysis the existing workforce to know where urgent skills gaps are situated and then refers employees (or employee groups) to a personalized learning trajectory to alleviate their skills gap. 

The combination of these steps should ensure that the employees of the sustainable energy sector stay futureproof in a quickly changing working environment. 

This project helps to realize the emergence of the ‘Learning Engine’, an intelligent career-oriented engine which knows your own skills and signposts you to where you want to go with your career by suggesting a personalized learning track. 

Just imagine that you go to the Learning Engine and you simply type in “Director of Innovation’s in offshore wind energy” and the engine immediately returns a tailored, personalized learning track consisting of a variety of certified trainings from both universities, corporate academies, open educational energy resources and coaching options! Personally, I think that would be quite a catch!

Learners mix and match already

In a way, we already see this shift towards a more quilted professional learning in the MOOC’s which are taken by professional learners to enhance their career opportunities. Those career-minded employees register for MOOCs developed by universities as well as businesses, and they take a few courses here, and a few courses there. Soon employees will be able to link different course certificates to ensure a future-proof career (whether we should be using blockchain in Education to validate the learning trajectory is something else (see some mails on this here and here).

Corporate academies will need to open part of their courses: are they willing?

As the project evolves, it is clear that the AI engines are running and becoming smarter as additional data is fed into the system. But the main challenge is still: how to get access to course descriptions so we can signpost learners to those courses. If we don't have access to courses, even descriptions than we cannot send learners to them. 

I would think that corporate academies would benefit from sharing some of their courses: if they form a network, they will no longer need to develop all the courses, they could 'swap' or agree to develop specific courses and find other courses for their employees at competing companies. Because although they are competing, all of them have basic courses for their employees, and those course costs could be cut by coming to a course-development agreement. 

(picture from http://wwwdev.kpbsd.k12.ak.us/departments.aspx?id=37724 )

An intro to ExtraTerristrial Literature? YES ! #MOOC #SciFi

This is just up my alley! A MOOC on spacebooks! Is it Art, is it Sci-Fi, is it History, is it Literature?....
It is all of the above!!

The full title of this MOOC organised by the Zurich University is: Spacebooks. An Introduction To Extraterrestrial Literature: Learn about how our imagination of the universe and its inhabitants was shaped by literature throughout the last 400 years.

And all the lectures are designed to be self-contained. The essential excerpts of the main sources will be provided, if not available on the internet. So I can just pick and choose, wonderful.

Course description:

Since the invention of the telescope in 1608, outer space has been turned into an abode, a place scientific speculation and literary imagination could thrive on simultaneously. The human mind was sent on a journey to visit other planets – and time after time it returned from there with breathtaking news, disturbing images or philosophical insight. And, of course, with a lot of questions: Why funeral customs on the Moon include cannibalism and orgies? Is it true that the people of Mars do live according to higher moral standards than we do? And where does this weird alien obsession with terrestrial paper actually come from?These are some of the questions we will be addressing within this course. Moreover, we will watch the birth of the alien reader, we will explore the logics of space invasion and the history of space colonies well. We will examine the inventory of extraterrestrial libraries and survey the competing projects of galactic encyclopedias. Next to well-known authors as Kepler, Cyrano de Bergerac, Stapledon or Lem, you will also be introduced to neglected and forgotten texts. Finally, we might even understand how literature itself was transformed by this journey throughout the universe – and how it finally became a true interstellar medium.

And... there is a special soundtrack! The soundtrack to this ET-MOOC will be provided by Swiss artists Bit-Tuner and Darkspace. Oh, how I love Art and Innovation!

Free 7 week online course for social change solutions @hj_dewaard #elearning

Helen J. de Waard - who picked up the link via @russdev got me onto this fabulous free online course "design kit". It's a 7 week curriculum course that looks at human-centered design and looks for sustainable solutions for social change and it requires no prior experience to get started. The course is offered through NovoEd, which also features other courses.
Another bonus is that you will get to work with a small group of people, and they suggest you link with group members from the same region (making face-to-face options possible as well). I like this mash-up of virtual and real life. And with an estimated workload of 5 hours per week.

Course link: https://novoed.com/design-kit-q3-2015


What is Human-centered Design? from IDEO.org on Vimeo.

a bit of information on the course from their website:

This seven-week course will:

• Equip you with the mindsets and methods of human-centered design so that you can be more intentional about facing and solving your current challenges
• Let you experiment with the power of human-centered design
• Teach you to identify patterns and opportunities for concept development
• Inspire you to approach challenges differently and experience how human-centered design can add new perspectives to your own work tackling poverty-related challenges
• Give you hands-on experience speaking to, prototyping for, and testing solutions with the people you're designing for

How the Course Works:

You will work through the course with a group of 2-6 people we will refer to as your “design team". It's strongly recommended you form a team with people located in your city before starting the course but you will also have the opportunity to find a team using the course platform once the course starts.

You will learn the human-centered design process by applying it to one of three pre-crafted real world design challenges (provided in the course). You will also have a choice to craft your own challenge. Each week you will explore the main human-centered design concepts through readings, case studies, and short videos. Then you'll be expected to meet in-person with your design team to get your hands dirty practicing the relevant human-centered design methods.

Throughout the course you'll have the opportunity to interact and gain inspiration from design teams around the world taking the course with you and ask questions of experienced human-centered designers when you feel stuck.

Building Your Design Team:

Many of the workshop activities will work best if your group has at least four members. Too small and you lose the benefits of a multidisciplinary team, but too large and it may be difficult to coordinate schedules and make decisions. Select people from different backgrounds or of different skill sets, and you'll have a better chance of coming up with unexpected, innovative solutions.

Module on open education: policy, accreditation by George Siemens #openEd

This is a course I saw passing by, that I just cannot keep in my mail box, as it might be of interest to many. It is however a paid for course organised by Athabasca University (yeah!). But if you are interested in a short cut to know all about open education through great content, shares, as well as direction and guidance by a great researcher: consider registering. From the mail:

This Fall 2015, the Centre for Distance Education will be offering the course MDDE 622: Openness in Education taught by CDE Faculty member Dr. George Siemens.  

Dr. Siemens is best known for his pioneering work on Connectivism, Massive Open Online Courses (MOOCs), and Learning Analytics.  He acts as the Associate Director of the Technology Enhanced Knowledge Research Institute (TEKRI) at Athabasca University, has authored many books and articles including Knowing Knowledge and the Handbook of Emerging Technologies for Learning, and is the founding member of the Society for Learning Analytics Research.  More recently, Dr. Siemens was invited to the White House to share his research on Innovation and Quality in Higher Education.  

More information about this exciting course can be found below.

MDDE 622: Openness in Education

Openness in content, data, government, and access is influencing organizations of all types. Education is influenced heavily: open educational resources and open teaching hold potential to disrupt the full spectrum of education: policy, learning development, delivery, and accreditation.

This course will offer a detailed overview of the history of openness in education, current trends including legal and technological developments, as well as future directions. Educators in all sectors (primary, secondary, and higher education), as well as administrators, will benefit from being well informed of trends and the organizational impact of open education.

Through review of literature, participation in group discussions, online lectures, and related open education resources, students will be able to:

1. Define openness in an educational context and describe its various instantiations in different educational sectors
2. Identify the potential of openness to contribute to systemic change in higher education and policy
3. Plan, search, deploy, and integrate open educational resources (OERs) from design to delivery phases of learning
4. Analyze current research views on how openness influences higher education enrolment, course design costs, and the distinctions between peer-developed resources (“crowd sourcing”) and centrally curated resources (expert).
5. Describe the history of openness in education (including early literature on open universities in the 1960’s) and detail the impact of technological developments on openness
6. Evaluate prominent intellectual property and copyright systems, detailing the influence of each on scholarship.

Students can register for this course online or by contacting the CDE office at mde@athabascau.ca . 

Have a great day!

Free course on teaching connected #online courses

Thanks to the wonderful Maha Bali, I was pointed towards a really nice initiative that allows everyone with an interest to learn how to set up, facilitate and experience an online, connected course (cfr connected-MOOCs). This initiative is called the Connected Courses Initiative, and will introduce active co-learning in higher ed. There is a wonderful bunch of intelligent, kind and creative people at the helm (look at that awesome list of online learning gurus! - I mean the list is simply mind baffling!), all with loads of experience and insight in the matter, so this looks like an exceptional chance to deepen, strengthen or simply explore the idea and the actions related to connected learning. 

There is an introduction on the 2nd of September, and the first (online and free) unit starts on 15 September 2014... it looks like fun. 

The course runs from September to December 2014 and has 6 units all focusing on another - very well tested - online connected learning feature.  

Some words of the organisers (with useful links):

We invite you to participate in a free open online learning experience designed to get you ready to teach open, connected courses no matter what kind of institution you’re working in. We’ll explore how openness and collaboration can improve your practice and help you develop new, open approaches.

You can mix and match — take one unit or take them all, and go at your own pace. You’ll be joined by other participants from around the world who are looking to:

• get hands-on with the tools of openness;
• create open educational resources, curriculum and teaching activities and get feedback from a community of your peers; and
• connect with and learn alongside other faculty, educators and technologists.

Sign up and receive updates from the organizers. Everyone is welcome, and no experience is required. We will all learn together in this free and fun opportunity to start planning your own connected course. The instructors, award-winning university professors from around the globe, are the innovative educators behind successful connected courses such as FemTechNet, ds106, phonar, and the National Writing Project CLMOOC.

An orientation starts Sept. 2 and the first unit starts Sept. 15, 2014 and you can sign up and find more details about the topics we’ll be exploring at connectedcourses.net.

When I read this options, I immediately looked at all the units and though: I must register at once!

Blatantly copying from the core website for immediate reading:

9/2-9/14 Pre-Course: Move in, Registration, Orientation

Facilitators: Jim Groom, Alan Levine, Howard Rheingold

Pre-course: Setting Up Your Network and Registration

Why open learning? Why create your own space, domain, host? Why use your own tools. Why be a node on the web? Why is this important? What does connected learning mean?

9/15-9/28 Unit 1: Why We Need a Why

Facilitators: Mike Wesch, Mimi Ito, Helen Keegan

What is, or should be, the future of higher education?  What do we stand to lose or gain in pursuing the possibilities opened up by the Web?  What are the underlying logics and effects of different approaches to teaching with technology/online?

9/29-10/12 Unit 2: Trust and Network Fluency (Leveraging your “Why”)

Facilitators: Jonathan Worth, Kira Baker-Doyle

In the quantum learning space where interest is a key driver, how do we employ the same dynamics in our teaching? or How do we leverage the power of open? How do we maintain trust and a sense of security in open networks? How do we build our networks? What is social capital? How do we enable at-large learners to engage in our courses? Where should we teach our classes?

10/13-10/26 Unit 3: The World Wide Web - From Concept to Platform to Cultures

Facilitators: Gardner Campbell, Kim Jaxon, Chris Mattia, Howard Rheingold, Laura HIlliger

What is this thing called the World Wide Web? What are the values and ambitions that gave rise to its design? If “the medium is the message,” what is the message of the web? What are some threshold concepts that help us to understand what is meant by “the web”? How is it reframing learning and education?  What do we stand to lose or gain in pursuing the possibilities opened up by the web?

10/27-11/9 Unit 4: Diversity, Equity, Access

Facilitators: Lisa Nakamura, Anne Balsamo, Liz Losh

Co-Instructors:  Veronica Paredes

Goals / Topics:

• The Dialogic Creation of Knowledge
• Networking Across Differences
• Infrastructuring Equity, Access, and Participation
• Subtopics:  Race, Gender, Sexuality, Feminist Pedagogy, Praxis of Networking and Mentoring

11/10-11/23 Unit 5: About Co-learning

Facilitators: Howard Rheingold, Mia Zamora, Alec Couros

What is co-learning?  Why co-learning?  How can teachers empower students as co-learners?  How does this pedagogy differ from traditional methods of teaching & learning? How does the instructor support a co-learning environment?  What obstacles might educators encounter in this paradigm shift?  What obstacles might students encounter in this paradigm shift?

12/1-12/14 Unit 6: Putting it all into practice. Planning the connected course

Facilitators: Jim Groom, Lisa M. Lane, Jaime Hannans, Jaimie Hoffman, Mikhail Gershovich, Alan Levine

Focus on practical issues, overview of issues in teaching open online classes, reflections on previous weeks’ activities, goals for the future.

Filtering for Future ProFessional Frontiers #pkm14

As the Personal Knowledge Management (PKM14) course moves into its second week, all the participants are asked to filter their social media / their networks. We are suggested to use more advanced filters: e.g. using feeds from people or/and groups, using automated filters of choice (e.g. hootsuite or tweetdeck to filter the personal twitter and other streams).

First I took a look at hootsuite (suggested by Ronda Zelezny-Green) and tweetdeck (both of these are free to some extend. Another paid option is sproutsocial which has wonderful options, but fits more with an enterprise type of social media stream analysis. I tested both and looked at other user comparisons to get an idea of which tool would suit me. I had both used them briefly in the past, but not to their full potential. And as it has been some years now, it is clear that I am better at understanding what these types of tools can do, and the overall structure of the tools in themselves is an improved user experience as well. For me Hootsuite works (but without integrating it into my browser, that feature was the reason why I stopped using hootsuite in the past: too much bling makes me angry and puts me off a tool - but that is me, not the tool).

After only two days, I already found some immediately relevant information (e.g. more status updates on learning analytics for informal learning, more about weak/strong ties in online communities), but at the same time I am loosing more time as I got lost in an information loop. Again... knowledge management is about finding useful tools, optimizing or personalizing them to fit your own goals, and limiting your time on those tools to get the best experience out of them (for me the best experience is: activating a peer network. One immediate benefit of Hootsuite is being able to schedule tweets, this saves time and will - eventually - keep me from returning to my streams in Hootsuite until a moment in time I consciously choose and limit.

The information streams in Hootsuite are currently based on one list, and keywords (e.g. mLearning, learning analytics). I started to build MyKeyPeople list within twitter: adding those twitterers that are of importance to me, that provide new insights, links, ideas.

But I do realize this is person-based, now - like a fellow participant Kavi (@_Kavi ) mentioned - knowledge can be distilled from a higher level by using twitter lists and combining these, or to search for good curators/curations and link these to a RSS/feedread or scoopit... I still have to work on those options. So that makes a good to do. 
Speaking of to do lists, another participant of the course (Shane Johnson) mentioned todoist, a cross-platform software to plan your time or project. Will have to see if this works for me. 

8 years of Working Out Loud thoughts #PKM

As the course on Personal Knowledge Management (PKM) is well on its way, one of the steps to reflect on and improve the PKM is about making a summary of Working Out Loud (or set out actions if this is the first time to be working out loud = sharing what you do through your own social media in order to build an active network that supports you and which you in turn can support).

I have been Working Out Loud for the last 8 years, and my main knowledge areas have been eLearning options as stand-alone options as well as partnerships with other institutes, mobile learning, continued medical education tools for training, and mobile learning solutions for developing regions. This took me on a very steep learning curve. Especially as mobile learning in developing regions was quite a new feature when I started on that track (and top management was not convinced mobile learning would be a good training option - first projects were paid out of my own pocket).

Why did I work in the open? 

• It allowed me to connect with the few peers that were out there, somewhere on the globe
• to share what I learned with others who are contemplating to roll out similar projects
• keeping track of what I did learn, and how I solved certain challenges (a personal learning archive)
• building a network that I could consult and feed back into. 
• It is part of professional activism: sharing consciously to plea for open science, open commons, openness overall

Looking back at those last 8 years, how can I make improvements? Which actions will I take?

• Challenges and failures should be shared more frequently. It does not feel good for the ego, and in some cultures failure just is not discussed, but failure is part of the essence of failure. 
• Increase curation (synthesizing and disseminating what other peers do). I need to reconnect with my 'top notch 50' peers. I have been reducing my 'reading what others do' in the last few months and this resulted in more of an isolated feeling. The reason why I started to link less to others was due to time management challenges, a professional identity shift (from corporate solution to academic research), and loosing track on my own personal knowledge management overall. 

#pkm course: sharing current network questions

Although the master class of Harold Jarche only started 2 days ago, it already got me thinking about my networks, what works, what does not work, and where I want them to be situated. From the start the course asks each participant (and what a wonderful bunch of participants, the joined expertise!) to explore, reflect and strengthen their own personal knowledge network.

Assignment 1 was on mapping your own network. This immediately resulted in tools for social network analysis to be shared:

https://docs.google.com/document/d/1Nb57-Ztisok41WFatm-Iya96ocTYab-Esr11R34VgsE/edit

http://joitskehulsebosch.blogspot.nl/2013/11/tools-for-social-network-analysis-from.html

http://gigaom.com/2013/09/16/visualize-your-twitter-followers-in-3-fairly-easy-and-totally-free-steps/

http://www.makeuseof.com/tag/5-awesome-free-tools-visualize-analyze-twitter-networks/

http://markvang.com/content/free-google-analysis-tools-visualize-your-network-and-measure-results

By taking on the assignment, I came up with personal questions I want to resolve during the 40 day course:

• Where do I want to position myself as a professional (corporate, consultant, academic) and how does this translate in terms of network interactions and professional options?
• What is the weak/strong ties ratio? Or rather: what do I want it to be?
• What is my interaction karma? Do I give, return and exchange in a balanced way between the peers in my network? It seems I want it to be balanced and karmic?
• Where do I want to go? How can my future career wishes be translated into knowledge network actions?

For those interested, this was my filled in paper of the collaborative document which was the result of the participants working on the starting pdf provided by Harold.

This is already worth it!

Free #open content licensing course 4 #educators organized by the #OER university

From 5 February 2014 (until 19 February 2014) a new, free course is launched to address open content licensing for educators. the OERu (Open Educational Resources University - a group of universities around the globe).
The course has got the short OCL4Ed acronym, and it is a micro course organized by Otago Polytechnic. The Otago Politechnic will provide optional credentialing services (for a fee, did not find how much they are asking) for this mOOC which will carry credit towards the Open Education Practice elective of the Graduate Diploma in Tertiary Education. The OCL4Ed will be facilitated by the UNESCO OER Chair network in support of capability development for the UNESCO 2012 Paris OER Declaration
 But you can also simply register and follow the course for your own interest, in that case the course is free. In fact for those looking at the accreditation options, there is a great overview provided here.

The full syllabus of the 2 week course can be found here. The course structure has the following aim:
Open content licensing for educators is a free micro Open Online Course (mOOC) designed for educators who want to learn more about open education resources,copyright, and creative commons licenses. This course will help you to:

• Reflect on the practice of sharing knowledge in education and the permissions educators consider fair and reasonable;
• Define what constitutes an open education resource (OER);
• Explain how international copyright functions in a digital world;
• Distinguish the types of Creative Commons licenses and explain how they support open education approaches;
• Acquire the prerequisite knowledge required by educators to legally remix open education materials and help institutions to take informed decisions about open content licenses;
• Use social media technologies to support your learning;
• Connect with educators around the world to share thoughts and experiences in relation to copyright, OER and Creative Commons.

The facilitators for the course are Rory McGreal from Athabasca University and Ebba Ossiannilsson, from the Lund University, Sweden. They are both fabulous guide-on-the-side, filled with knowledge and always glad to share it. So there is a lot going for this course, it sure makes it worth following.

On open badges and informal assessment

Although developing informal badges are one of the key debates in MOOCs and online learning in general today, not all institutes belief it to be worth investing. Which is a pity, as open badges in a more 'formal' (if that is possible) way might allow people to really add credentials to their name and build up a reputation (even an expertise) from there.

My first encounter with informal badges was through discussion forums where the more reputed, helpful participants got several stars next to their name, indicating their answers were worth reading. But as time went by those informal badges captured the attention of public, learning projects. One of which was the iSpot project, a UK start-up that started out as a mobile learning project to allow amateur as well as expert explorers of the wild natural environment to exchange notes, learn from each other and gain extra expertise. The great thing about the iSpot project is that they managed to push laymen and -women into an expert position by issuing informal badges. iSpot grew and attracted worldwide partners, putting them on the brink of an international agreement for informal badges ... quite exciting!

Unfortunately the funding did not come through to move to this next, global level. The plug was pulled for this idea and the only thing left to do for the researchers who were eager to push forward this idea, was to disseminate their findings, hoping others might build upon what they had in mind. So here are some of the interesting ideas Jon Rosewell put forward in a presentation I followed recently (and I am adding a slide deck from a presentation he gave while the funding option was still in the running, below). 

Here are a few benefits of using badges and acknowledging them worldwide to enable people from all regions to grow towards and expert status in a specific area:

• A badge is validated indicator of acknowledgment used across the globe
• It builds upon recognized expertise by peers (both amateurs and experts)
• Badges are provided in the public eye, so a newbie can check out the log that moved a person towards the level of expertise, making it transparent
• Badges bridge the gap between informal and formal learning, offering steps/credentials for moving towards a more formal education for those interested, or showing informal expertise to other peers. In that case assessments must be put into place that are recognized by all partners (can be a challenge, I know)
• Although badges start out as informal validations, a mix of badges could lead to a formal credit
• In order for global open badges to be recognizable, they must have a clear, transparent design (which expertise, part of which course/activity, delivered by which institution - an example can be seen in the slides
• The granularity of the badges enables a learner to grow in a balanced way taken into account specific time-stressed periods in life (learning while pregnant, moving house, between jobs, career boost...)

There is a challenge in providing badges between partners, all partners must be seen as equally capable and trustworthy... but that to me is the way forward anyway, we all must learn to trust each others capacities a bit quicker. Because let's be honest, there isn't that much difference between any of us, no matter where we live (in the skills we have in us from birth), however there is a difference in the learning options we have depending on where we live, so badges can help bridge these gaps and offer a stepping stone towards more formal education (online or face-to-face). 

A speculation on the possible use of badges for learning at the UK Open University from Jon Rosewell

Summer schools on serious gaming and video use

Two interesting summer school courses arrived in my mail box: one on video in research (3 week course in Finland) and one on serious gaming (one intense week in Austria), open for master and PhD students, and researchers.

VIDEO IN RESEARCH ON LEARNING AND EDUCATION SUMMER SCHOOL COURSE 2013CICERO Learning Network will be organising a three-week summer school course in Helsinki on 6-22 August for the fifth consecutive year. The Video Research course is designed for students and researchers  
interested in using video-based methods and technologies in research on learning and education. The course focuses on current trends and phenomena in video research.  Participants are also encouraged to share their experiences of video research tools and projects. The course is an excellent opportunity for students and researchers to network while developing their understandings about the possibilities and challenges of video research in diverse settings. The course is part of the 2013 Helsinki Summer School (HSS) and the language of instruction is English.

For more detailed information (timetable, eligibility criteria):
http://www.cicero.fi/sivut2/news_CICERO_summerschool2013.html

Helsinki Summer School (application forms and practical information):
www.helsinkisummerschool.fi/home/index

GALA SUMMER SCHOOL ON SERIOUS GAMING
2-6 September 2013, University of Graz, Austria

The summer school course will include lectures and workshops at least on:

• - serious game design theories and practices
• - serious game development tools and techniques
• - serious game research methodology

The course will be an insightful and inspirational opportunity for young researchers and professionals get to know the realm of serious gaming.

The organizing committee has managed to attract some great speakers, including Harri Ketamo (SkillPixels Ltd) and many others from fine institutions such as Coventry University (the Serious Games Institute), Nottingham University, Utrecht University, Herriot-Watt University, Delft University of Technology.

For more information and registration:
http://academy.seriousgamessociety.org/summerschool

Organiser: Games and Learning Alliance (GALA)
http://www.galanoe.eu/