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C2Learn places a strong emphasis on engaging its end-user communities (teachers, students and other stakeholders) in the co- design and participative evaluation of the evolving C2Learn game environment, computational tools and learning scenarios. We foresee that stakeholders’ communities of practice will develop around the project, in the course of three cycles of workshops (visionary workshops, formative workshops, and summative workshops). The C2Learn project has a particular interest in investigating the use of the proposed pedagogical and technological approach in three contexts: a) in primary education, choosing to involve 10-12 year-olds who are expected to have acquired the level of basic skills required for involvement in the foreseen activities; b) in lower secondary education, thus involving students in the transition to, and early years of adolescence; and c) around the end of schooling, looking into the use of C2Learn for young people who have left childhood behind and find themselves in varying degrees of transition from school to tertiary education, work, and more generally, adult life. The rationale behind this wide coverage of the student age spectrum is that creativity and creative thinking, on the one hand, and digital gaming behaviours and experiences, on the other hand, are manifested differently in the different stages covered by school education, changing dramatically with student age. Focused experiments embedded in the wider context of in-depth qualitative case studies developed in the project, serve to assess and interpret the impact of the proposed innovative practices and technologies as means to support learners’ creative processes. In this framework, the project develops and tests different scenarios of educational use, which address different age groups and illustrate the use of the approach in diverse curricular and practical contexts |
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