How do you test practical skills with a written assessment? Angela Luteijn asked herself that question at the course Beroepsvaardigheden Basis. “Our students learn skills such as observing pupils, administering intelligence tests, and various conversational techniques. It is hard to test students in equal circumstances in various practices and therefore students are currently assessed based on an essay. But that doesn’t actually measure their skills,” Angela explains. Besides, students said that they would like more practice before they have to apply their pedagogical skills in the field.
Serious game
To close the gap between education and practice, Angela Luteijn and her colleagues developed a serious game: a game with an educational goal where the principles of the game are used to improve the learning process. Angela explains: “In the game, the students see a test being administered from the perspective of a diagnostician. It’s like they are there themselves. There are several decisions to be made next, where the diagnostician has to decide what to do. The students will then see a short video where we run through the choice that was made. We ask the students to reflect on this: did my choice have the desired effect or not? Throughout, the students receive feedback which links back to the course material.”
It proved hard to find actors, so we acted out the different scenarios ourselves.
From script to screen
There was technical support available from Radboud Educational Clips (REC) and Educational Design & Technology (EDT) to develop the game. “The people from REC made the video images. EDT came up with all the technology behind the game and are also putting it all together for us right now.” The teachers of the course wrote the script for the game and stepped up as actors too. “It proved hard to find actors, so we acted out the different scenarios ourselves,” Angela adds while laughing. “Besides, there is a lot of discussion on how to implement the game in the course properly.”
Challenges and learning opportunities
The whole process wasn’t without any challenges. “The hardest part is to end up with a game that is well-structured. We had to edit the script on multiple occasions and thus make new recordings. Regardless of the wonderful colleagues and the support that helped us, it was sometimes quite a frustrating and time-consuming process. That is unfortunate, because I do notice that there is a lot of enthusiasm for innovation.” The end product of the game is therefore not quite ready yet. “I don’t dare to put a date on it anymore, but I hope that we can have a pilot version that we can run by a few students within this semester.”
Educational developments improve if you don’t come up with everything on your own.
Angela’s advice for colleagues who want to do a similar innovation? “It took a lot of time to find the correct collaboration partners. We can wholeheartedly recommend the EDT, REC and the Teaching and Learning Centre (TLC). After all, it was very nice that our entire team was involved in the innovation. That way you can motivate each other and share your vision. I believe that educational developments improve if you don’t come up with everything on your own.”
Do you have any ideas for innovation for your education? Contact your faculty’s Teaching and Learning Centre or its Teaching Information Point.
