Postdoctoral researcher Jere Lehtinen has joined in our PROVO project team as a learning solution developer. Jere focuses on the conceptual and technical design of learning solutions and develops solutions all the way from initial ideas to pilot testing and launch. Jere works with initial themes and devises learning outcomes, contents and methods, develops background narratives, context descriptions, instructions and guidelines, plans the logics, events, mechanisms, interdependencies and features of technical design, collaborates with technical configuration personnel to transfer conceptual and technical designs to technical implementation, engages with customers to plan pilot testing, participates in pilot testing as a teacher and/or facilitator, and collects feedback for further improvement and development to finalise solutions for launch.
Jere’s research focuses primarily on stakeholders, engagement, and collaboration in complex projects, but he has also conducted original research on other project management topics, such as value creation and networks. Jere has published his research in leading international project and operations management journals. In addition to research, Jere is experienced in project management teaching and theses supervision at both bachelor’s and master’s levels. He has transferred his research into teaching using a variety of teaching methods, including simulations and games.
In this recently published research article we introduce and share insights how game-based learning method with Project Business Game was applied to teach project sustainability management. The findings indicate strong suitability of using game-based learning method to teach project sustainability management and create positive student experiences of achieving learning goals and improving engagement.
We would like to express our thanks to over 45 participants who participated our webinar regarding the “Use of educational games and simulations to learn project management”.
In the webinar we shared the result of the recent studies of using educational games and simulations to learn project management. And for those of you who were not able to participate the webinar we have attached the video recording.
If you are interested in the study report or utilizing our gamified learning solutions in your teaching, please do not hesitate to contact us through the Contact Form.
Regarding researching the use of games as an educational method for project management teaching and learning we have interviewed project management teachers in several universities and conducted an online survey during spring 2021 to understand current practices and expectations for development of game-based learning solutions.
And now is time to share the result of the recent studies and therefore we are organizing a webinar “Use of educational games and simulations to learn project management” on the 23rd of June at 2-3 pm CEST in Zoom.
The agenda for the seminar is as follows:
2:00 – 2:20 The use of educational games in PM learning – results from in-depth interviews and survey, Kirsi Aaltonen and Elina Jääskä, University of Oulu
2:20 – 2:40 Provo project – engaging educational game solutions for PM learning, Jaakko Kujala, University of Oulu
2:40 – 3:00 Discussion and reflections
If you want to join the webinar sent us a message through the Contact Form and we will send you a link to the webinar.
We have started co-development work on a pilot learning game with the Finnish Marine Industry and key industry actors to meet the industry’s educational needs.
The aim is to pilot the educational game in FITech course in June and later in the industry’s different training modules. The idea is to support the learners in getting a comprehensive picture on a shipbuilding project, its key activities, costs, schedules, risks and uncertainties. The game is also expected to facilitate the sharing of knowledge among the learners and support in developing shared understanding on complex projects and their coordination activities.
The solution was piloted successfully in a unique European program that educates new circular economy junior experts and is carried out by a consortium of European universities, including University of Oulu. The game was part of the Business Sustainability teaching module of the program and received a lot of good feedback from the students.
As part of the Provo project we are doing interviews among university professors and teacher about the usage and need for gamified solutions on teaching project management.
Preliminary results reveal that gamified solutions and experimental learning are seen as efficient tool to improve students’ learning results. The key benefits based on the interviews are
Students’ interest to learning content increases
Students learn by doing, trial and error in risk-free environment
Students get a memorable learning experience
Students learn generic skills like problem solving, decision making and collaboration
Teachers can motivate and engage students with versatile teaching methods
Teachers get tools for teaching scalable classes (team size, learner profile, modality)
Teachers can better achieve and measure learning outcomes
The interviews also provide development needs in current solutions in experimental learning. The most important factors seems to be the availability of context and culture specific games and furthermore support in using them.
A new learning solution has been successfully piloted in two project management basic course implementations at University of Oulu.
Students applied the skills they had learned about project management techniques in a housebuilding project. The game started by requesting students to calculate project baseline budget and schedule as a pre-game exercise. In the game students faced different risks and also some unexpected events, which provided opportunities to decrease project costs or increase quality. During the game students also had to provide accurate estimates about the project completion time and total project cost following earned value calculation method (EVM). The student grading was based on the accuracy of the baseline budget and schedule, estimates during the project and total project costs.
Altogether 450 students participated in these two pilot projects including both bachelor level students and adult learners taking the course as part of their continuous education. The pilot was implemented fully on-line, and the learning solution was integrated to the Moodle platform.