With the support of the Lifelong Learning Programme of the European Union

AGREEMENT NUMBER: UK/12/LLP-LdV/TOI-584PROJECT NUMBER: 2012-1-GB2-LEO05-07950

Refugee Interactive Skills for EmploymentLeonardo da Vinci – Transfer of Innovation

Outcome No. R5 Trainers’ HandbookWorkpackage No.

WP3 Workpackage Title Adaptation of Curricula, Learning Content and Games Narrative

Authors TICStatus (F: final; D: draft; RD: revised draft):

FD

File Name: Trainers’ Handbookdocument.docx

Version History TableVersion no. Date Author(s) Comments1 28/04/2014 Aoife Breheny &

Matthew BatesFirst Draft

2 28/05/2014 Aoife Breheny Second Draft3 09/06/2014 Aoife Breheny Third Draft4 26/06/2014 Aoife Breheny Fourth Draft (Minus research

component)5 21/10/2014 Aoife Breheny Final Draft6 31/10/2014 Andy Burton/Nick

ShoplandGames sections included

The RISE Trainers’ Handbook

A guide for trainers to the RISE project resources; 4 interactive computer games and a curriculum

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Glossary of Acronyms & Terms

Asylum Seeker A person who has left their country of origin, applied for recognition as a refugee in another country, and is awaiting a decision on their application.

BTEI Back to Education Initiative (Ireland)

BTWEA Back to Work Enterprise Allowance (Ireland)

EPIC Employment Programme for Immigrant Communities (Ireland)

ESOL English for Speakers of Other Languages

Focus Group A group of people assembled to test/analyse, discuss and provide feedback on a product/an initiative/a project etc.

ICT Information and Communications Technology

Intercultural communication Communication taking place between different cultures

Integration Integration is defined as “a dynamic, two-way process of mutual accommodation by migrants and by the societies that receive them”.

Leave to Remain status (LTR) Status granted to a person who has been refused a declaration as a refugee and is not eligible for subsidiary protection, may be granted leave to remain in the State. A person may also withdraw from the asylum process and seek leave to remain in the State. Leave to remain is granted at the discretion of the Minister for Justice and Equality, usually on humanitarian grounds.

LDV Leonardo da Vinci programme - The programme links policy to practice in the field of VET. Projects range from those giving individuals the chance to improve their competences, knowledge and skills through a period abroad, to Europe-wide cooperation between training organisations.

Refugee A person who is recognised as being a refugee under the criteria set down in the 1951 Geneva Convention relating to the Status of Refugees:

‘outside his or her country of nationality or habitual residence; has a well-founded fear of persecution

because of his or her race, religion, nationality, membership of a particular social group or political opinion; and is unable or unwilling to avail himself or herself of the protection of that country or to return there for fear of persecution.’

Trainee A beneficiary of the learning resources who will have one of the following statuses:

Refugee Asylum Seeker LTR SP Migrant worker

Trainer A facilitator/instructor for the learning resources who works in one of the following:

Immigrant/asylum/refugee support centres Language/pre-employment support centres Adult education institutions Integration centres/units

Target User Groups The intended group of people who will utilise the interactive games and curriculum to improve their skills for employment.

Subsidiary Protection (SP) Subsidiary Protection is granted to persons who do not fulfil the conditions for the granting of the refugee status but are outside their country of origin or habitual residence and unable or unwilling to return there owing to serious and indiscriminate threats to life, physical integrity or freedom.

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Table of Contents:Version History Table...............................................................................................................1

A Quick Guide to the Trainers’ Handbook:...............................................................................4

Section 1: RISE Trainers’ Handbook..........................................................................................5

1.1 Introduction:...................................................................................................................... 5

1.2 Who is this handbook for?.................................................................................................5

1.3 Who is a trainee?................................................................................................................6

1.4 Who is a trainer?................................................................................................................6

1.5 What is this Handbook for?................................................................................................7

1.6 How is this Handbook intended to be used:.......................................................................7

1.7 Key Features of the Resources:..........................................................................................7

Section 2: Interactive Games Description...........................................................................9

2.1 Email Know How Mobile Game..........................................................................................9

2.2 Getting There Mobile Game...............................................................................................9

2.3 Interview Expert Desktop Game.........................................................................................9

2.4 Risky Business Desktop Game............................................................................................9

Section 3: Interactive Games Structure:.................................................................................10

3.1 Email Know How:..............................................................................................................10

3.2 Getting There....................................................................................................................10

3.3 Interview Expert...............................................................................................................11

3.4 Risky Business...................................................................................................................11

Section 4: How the Games Correlate to the Curriculum........................................................12

4.1 Email Know How, Mobile Platform Game........................................................................12

4.2 Getting There, Mobile Platform Game........................................................................12

4.3 Interview Expert, Desktop Platform Game.......................................................................13

4.4 Risky Business, Desktop Platform Game...........................................................................13

Section 5: The RISE Educational and Pedagogical Framework...............................................14

5.1 Educational.......................................................................................................................14

5.2 Social Dimension..............................................................................................................16

5.3 Organisational Dimension................................................................................................18

5.4 Technical Dimension........................................................................................................18

Section 6: RISE Game Walkthroughs......................................................................................20

6.1 Email Know How, Mobile Platform Game........................................................................20

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6.2 Getting There, Mobile Platform Game.............................................................................22

6.3 Interview Expert, Desktop Platform Game.......................................................................25

6.4 Risky Business, Desktop Platform Game...........................................................................30

Annex 1: Added Value Student Games...................................................................................35

1.1 InterVid..................................................................................................................35

1.2 Interview To The Top.............................................................................................36

1.3 My CV....................................................................................................................36

1.4 Project Morning.....................................................................................................37

1.5 Stereotype.............................................................................................................37

1.6 The Right Way........................................................................................................38

1.7 You’re Hired...........................................................................................................38

1.8 Jobseekers.............................................................................................................39

1.9 EuroConnect..........................................................................................................39

1.10 Helping Hands........................................................................................................40

A Quick Guide to the Trainers’ Handbook:The RISE project is comprised of a curriculum with detailed lesson plans for classroom delivery and four interactive computers games; this handbook with guide their utilisation.

CurriculumThe five curriculum modules focus on: IT Skills, Vocational Skills (Job Preparation, Job-Seeking and Job Development), Intercultural Communication (Verbal and Non-Verbal), Orientation of Services and Rights and Responsibilities. Digital competencies, pre-vocational skills and cross-cultural communication were identified as the core learning objectives for the target user group of refugees at the outset and during the research phase of the project.

Lesson PlansThere are curriculum lesson plans for both a basic and independent level of learning. The lesson plans include explanatory information for each particular module, three sets of suggested or prescriptive activities and some supplementary activity suggestions. Two of the five modules contain prescriptive activities and three contain suggested activities for the lesson plans.

Interactive Games & Correlation to Curriculum:

1. Risky BusinessThis desktop game is focused on developing an awareness of health and safety information and protocol and also, rights and responsibilities within the workplace. This game should be facilitated when implementing the following modules: Verbal Intercultural Communication and Rights and Responsibilities.

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2. Interview Expert This desktop game is focused on job-seeking preparation, intercultural communication and developing confidence as a job-seeker. This game should be facilitated when implementing the following modules: Vocational Skills, (Job Preparation, Job Seeking, and Job Development), Intercultural Communication (Verbal and Non-Verbal), Rights and responsibilities (Employment Rights & Rights Professional Conduct).

3. Email Know HowThe game is focused on formal written language communication. This mobile game should be facilitated when implementing the following modules: IT Skills (Basic ICT Skills & Digital Citizenship), Verbal Intercultural Communication (Formal & Informal), Non-Verbal (Cultural Awareness) and Vocational Skills (Job Development).

4. Getting There The mobile game is focused on developing an awareness of employment rights and responsibilities, relevant services (such as; immigration advice and employment training) and cultural awareness This game should be facilitated when implementing the following modules: Non-Verbal Intercultural Communication (Body Language &Cultural Awareness) Services (Understanding the Asylum Process, Adjusting to Daily Life &Entry into the Labour Market), Rights & Responsibilities (Employment Rights &Workplace Health & Safety).

Section 1: RISE Trainers’ Handbook

1.1 Introduction:The RISE project features the following resources: four interactive digital games – 2 x games for mobile platforms and 2 x games for desktop platforms, a written curriculum with module-specific lesson plans and a trainer’s handbook to provide guidance for resource delivery. It is the intention that the accompanying RISE curriculum be utilised in tandem with the four interactive computers games by employment trainers, language tutors and learning facilitators in a blended learning approach to maximise learning methods required for pre-employment training. The curriculum and games content was developed following an extensive research period working with target user group participants; the groups held a variety of backgrounds and protection immigration statuses (asylum seeker, refugee, leave to remain, family reunified). The following nationalities were represented among others: Chinese, Congolese, Cote d’Ivoire, Serbian, Afghan, Japanese, Ukrainian, Vietnamese, Iraqi, Iranian, Cameroonian, Eritrean, Guinean, and Uruguayan.

For more information please refer to this website - http://rise-project.eu/

1.2 Who is this handbook for? This handbook is for the use of education and training facilitators who work to up-skill and

support asylum seekers/refugees and immigrants (the trainees). This handbook can be utilised by someone without a formal teaching background. Those interested in expanding their use of ELearning resources

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1.3 Who is a trainee?A trainee refers to any refugees, Leave to Remain holders, asylum seekers or migrants availing of pre-employment/language training.

1.4 Who is a trainer?A trainer can refer to a member of staff who facilitates the delivery of educational/pre-employment training within any of the following:

Immigrant/asylum/refugee support centres Language/pre-employment support centres Adult education institutions Integration centres/units

Such as: ESOL teachers Language support staff Integration officers Asylum/Refugee support counsellors Translators/ interpreters Volunteer workers

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1.5 What is this Handbook for?The Trainers’ Handbook is a necessary tool in the delivery of the overall project. The target group is transient due to their immigration situation, with extremely varying learning needs and class attendance rates; for this reason a handbook which provides efficient and flexible instruction for the resources was deemed most beneficial to a classroom facilitator. The RISE resources and accompanying handbook are not intended to be prescriptive training tools; the objective is to develop and promote the use of flexible ELearning resources which can be incorporated into or alongside current employment training material. This handbook has been developed to ensure that the intended blended learning approach of the project is given a cohesive structure, enabling the facilitator to deliver the content of the curriculum together with the learning of the interactive games.

Rationale behind Handbook:Without a Trainer’s Handbook, a facilitator could utilise the curriculum or the interactive games individually, but the opportunity to reinforce the combined learning of both would be lost. The learning objectives of the curriculum are mirrored within the games, each game reflecting several modules of the five contained within the curriculum. Based on research findings it is understood that the formal educational background and language level of the target user group is extremely varied (ranging from basic literacy to third–level) and therefore, necessitates a variety of teaching methods. Offering both a practical dimension and a theory-based dimension to delivery of the learning content increases the potential to meet the learning objectives of the project. Furthermore, including a Trainer’s Handbook equips facilitators and increases the probability of the resources being fully exploited.

1.6 How is this Handbook intended to be used:The intention is that the trainer will utilise the curriculum and the interactive games resources in conjunction with one another; each acting as a complementary tool to the other.

The trainer should first introduce one of the five the modules by implementing the correlating sub-module lesson plans.

Once the lesson plans have been completed the trainer should direct trainees to the play one of the games to reinforce the learning of the lesson plan which it correlates to. Some of the modules correlate to one or more of the four games, for example the module on Intercultural Communication is covered in three of the games - Interview Expert, Getting There and Email Know How.

The curriculum and games are developed to facilitate sequential or randomised implementation by the trainer. This approach is intentionally flexible to cater for the often varied language levels within the same learning environment.

1.7 Key Features of the Resources: The curriculum covers two levels; basic and independent. Each sub-module lesson plan will contain two documents, the activities and some

explanatory content will differ according to the level. The interactive games will facilitate three gameplay levels, ranging from easy to difficult. The player can play the game progressively or begin at the highest level; the

trainer or trainee can adjust the game level at the beginning accordingly.

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The resources are intended to be delivered with a flexible approach; trainer and trainee prioritising certain games and modules as befits individual/group training needs.

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Section 2: Interactive Games Description

2.1 Email Know How Mobile Game The learning objectives of this game are formal and informal written language within the workplace. The player is expected to recognise the context and nature of the relationship between the sender and the recipient of the emails, including workplace hierarchies when answering formally or informally.

2.2 Getting There Mobile GameThe learning objectives of this game are to develop awareness of employment rights and responsibilities, relevant services such as immigration advice, employment training, housing, and cultural awareness.

2.3 Interview Expert Desktop GameThe learning objectives of this game are to assist the target user group with preparation for job-seeking, specifically personal and professional performance during a job interview. The learning objectives within the game are to familiarise the player with cultural & professional greetings, standard interview discussion topics and interview protocol & appropriate behaviour.

2.4 Risky Business Desktop Game The learning objective of this game is to develop the target user group’s awareness of health and safety protocol within a factory environment. The player must navigate the simulated factory environment safely, interacting with other personnel, avoiding hazards, accessing appropriate personal protection equipment and correctly interpreting the health and safety signage.

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Section 3: Interactive Games Structure:

3.1 Email Know How: The game is divided into a practice component (sections one and two) and a challenge

component (section three). In the first section - the player receives internal work emails, simulating email exchanges

between staff within the same workplace. The second section covers emails received from a mixture of external sources; personal

emails, customer/client-related queries, service provider emails, etc. The third section then tests the player on the knowledge he/she has acquired working

through the previous two sections. The player receives a variety of emails from internal and external, known and unknown

sources and must respond to these emails without any information as to the level of formality appropriate to the relationship.

The player will be able to identify the nature of the relationship by checking the name of the sender against their email account contact list and interpreting the style and formality of the email.

The player may receive a pass score for an email which if sent in reality could have consequences but perhaps not serious ones, for example causing slight offence or confusion to the recipient.

3.2 Getting There The game consists of a car journey through a town/city along which the player encounters

topic-themed pop-quizzes at different locations on the route. The player views the journey from a map-view perspective and moves the car via the mouse. The player stops at three separate barriers en route, each barrier represents one of the

three learning areas; services, employment rights & responsibilities and cultural awareness. The player is then asked a set of five questions.

The player must successfully answer the quiz questions to progress through the game, along the map route.

Once the three subject question sets have been answered, the player receives feedback by way of their score. Variety in repeated game play is achieved through randomized question selection.

There will be links to relevant websites with additional information on employment rights and responsibilities, and other aspects of orientation, such as setting up a bank account, enrolling a child into a school, paying utility bills, etc. embedded into the game.

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3.3 Interview Expert The player must interact with two interviewers in a simulated role play setting, selecting the

most appropriate answers to a series of questions posed by the interviewers. Each question offers three alternative answers and each answer is linked to a potential

negative/positive response from one of the two interview characters. At the end of the game, the player is given a score and a feedback report which provides

information and advice on possible mistakes made throughout the interview. The player will receive an indication of his/her progress from the direct/ indirect negative

and positive responses of the interviewers to simulate the reality of an interview situation. There will be links to relevant websites for job-seeking, CV development, recruitment,

interview tips, and pop-notes with additional information which will appear on several clickable objects within the interview room.

3.4 Risky Business There are four different zones in the factory that can be randomized for repeated game

play. Each zone contains a significant hazard that the player must manage to avoid an accident. In

each zone there will be the appropriate health and safety signage for the risks in that area. The player must take a health and safety induction quiz, using randomized question sets, to

deliver health and safety learning content and to further facilitate variety in repeated game play.

This is a role play game; the player interacts with other static characters located in the factory to retrieve information from them as he/she progresses through the game.

Although the learning objectives focus on health and safety protocol and workplace culture within a factory, the learning content involved is applicable to other types of workplaces involving manual labour and machinery operation.

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Section 4: How the Games Correlate to the Curriculum

4.1 Email Know How, Mobile Platform GameThe Email Know How game which is focused on formal written language communication and familiarisation with vocational terminology correlates to the following curriculum modules: IT Skills, Vocational Skills and Intercultural Communication. The trainer can utilise the following curriculum module sections whilst facilitating the student’s use of the Email Know How game for individual study:

Within the IT Skills module this game correlates to lesson plans: Basic IT skills (Lesson Plan 1.2) Digital citizenship (Lesson Plan 1.3)

Within the Verbal Intercultural Communication module this game correlates to lesson plans: Formal and Informal Communication (Lesson Plan 3.1.1) Direct and Indirect Communication (Lesson Plan 3.1.2)

Within the Non-Verbal Intercultural Communication module this games correlates to lesson plan: Cultural Awareness (developing an awareness of hierarchical workplace relations and

appropriate communication) (Lesson Plan 3.2.2)Within the Job-Development Vocational Skills module this game correlates to lesson plan:

Understanding a Company’s Hierarchy & Structure (Lesson Plan 2.4.1)

4.2 Getting There, Mobile Platform GameThe Getting There game which is focused on developing an awareness of workplace rights and responsibilities, access to services and correlates to the following modules: Non-Verbal Intercultural Communication, Services and Rights and Responsibilities.

The tutor/trainer can utilise the following curriculum module sections whilst facilitating the student’s use of the Getting There game:

Within the Non-Verbal Intercultural Communication module this games correlates to lesson plans: Body Language (Lesson Plan 3.2.1) Cultural Awareness (Lesson Plan 3.2.2)

Within the Services module this game correlates to lesson plans: Understanding the Asylum Process (Lesson Plan 4.1) Adjusting to Daily Life (Lesson Plan 4.2) Entry into the Labour Market (Lesson Plan 4.3)

Within the Rights & Responsibilities module this game correlates to lesson plans: Employment Rights (Lesson Plan 5.1) Workplace Health & Safety (Lesson Plan 5.2)

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4.3 Interview Expert, Desktop Platform GameThe Interview Expert game which is focused on job-seeking preparation, intercultural communication, both verbal and non-verbal, and developing confidence as a job-seeker correlates to the following modules: Vocational Skills, (Job Preparation, Job Seeking, Job Development), Intercultural Communication (Verbal and Non-Verbal), Rights and responsibilities (Employment Rights & Rights Professional Conduct).

The tutor/trainer can utilise the following curriculum module sections whilst facilitating the student’s use of the Interview Expert game:

Within the Job Preparation Vocational Skills the game correlates to lesson plans: Confidence Development (Lesson Plan 2.1.1) CV & Cover Letter Development (Lesson Plan 2.1.2) Professional Profile Development (Lesson Plan 2.1.3)

Within the Job Seeking Vocational Skills the game correlates to lesson plans: Interview Skills (Lesson Plan 2.2.3)

Within the Verbal Intercultural Communication module the game correlates to lesson plans: Formal and Informal Communication (Lesson Plan 3.1.1) Direct and Indirect Communication (Lesson Plan

Within the Non-Verbal Intercultural Communication module the game correlates to lesson plan: Cultural Awareness (Lesson Plan 3.2.2)

Within the Rights and Responsibilities module the games correlates to lesson plans: Employment Rights (Lesson Plan 5.1) Rights and Responsibility –Professional Conduct (Lesson Plan 5.3)

4.4 Risky Business, Desktop Platform GameThe Risky Business game which is focused on developing an awareness of health and safety information and protocol and also, rights and responsibilities within the workplace correlates to the following modules: Verbal Intercultural Communication and Rights and Responsibilities.

The tutor/trainer can utilise the following curriculum module sections whilst facilitating the student’s use of the Risky Business game:Within the Verbal Intercultural Communication module the game correlates to lesson plans:

Formal and Informal Communication (Lesson Plan 3.1.1) Direct and Indirect Communication (Lesson Plan 3.1.2)

Within the Services module the games correlates to lesson plan: Entry into the Labour Market (Lesson Plan 4.3)

Within the Rights and Responsibilities module the game correlates to lesson plans: Workplace Health and Safety (Lesson Plan 5.2) Rights and Responsibilities (Lesson Plan 5.1)

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Section 5: The RISE Educational and Pedagogical Framework

The following four dimensions have been adapted from the VIPI blended educational and pedagogical framework taken from 1Minocha (2009): Educational, social, organisational and technical. While for ease of use, the dimensions are presented as being independent of each other, in practice there are clear relationships between them.

5.1 EducationalThis dimension encompasses the factors that are most directly concerned with the individual’s learning.

In tailoring RISE to each student, this dimension prompts trainers to answer the following questions and provides directives informed either by existing research or by partners’ observations during piloting:

1. How would the users benefit from the learning involved in the 5 curriculum modules? When answering this, the trainer should take into account not just what they already know about the trainees’ capabilities and achievements so far but they should also involve trainees in discussions about what they would like to learn during the training sessions. Possible benefits might include:

To enhance employability, get employment or remain employed To increase independence and confidence To increase awareness and improve IT skills To improve job preparation knowledge and job seeking skills To improve cultural awareness To improve verbal and non-verbal communication skills To increase awareness of services, entitlements and how to access services To increase awareness of rights and responsibilities as an employee in terms of

health and safety, employment rights and professional conduct

2. How can the trainer use the curriculum resources to complement their own or other curricula material?In terms of the curriculum, the trainer should analyse the lesson plan material contained within the five modules, identifying which sub-modules correlate or overlap with their own training material. The trainer can then extract certain sub-modules or whole modules as befits their own curriculum work or simply follow the RISE curriculum sequentially. Sub-modules such as; job preparation and job seeking (within Vocational Skills module) will most likely feature in established pre-employment training material. The trainer can reflect on the prescriptive activities contained within these specific RISE sub-modules and implement the ones which adopt an alternative approach to the job preparation material they already have.

1 Minocha S (2009). A Study on the Effective Use of Social Software by Further and Higher Education in the UK to Support Student Learning and Engagement ( JISC)

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3. How can the trainer use the interactive game resources to complement their own or other curricula material?In terms of the games, the trainer should analyse the learning objectives of each of the four games (as listed in section 2 of this handbook) to determine which game aligns with material they already plan to teach. The trainer can then instruct gameplay before or after implementing lesson plan activities taken either from the RISE curriculum modules or from other training material. The learning objectives covered throughout the four games are mirrored throughout the 5 curriculum modules; due to their broad application will complement the majority of standard pre-employment training material also.

4. How to motivate the trainees? Ways of engaging the trainees in the material could be to highlight the practical use of the learning within each of the five modules and within each of the four games. Each module covers subject-matter which has a real world application. The explanatory content and activities will increase the trainees understanding of necessary employment skills in both a conceptual and practical manner. Furthermore, the interactive games provide an opportunity to simulate and practice practical responses to real world situations; progression through the set levels of the game offers incentive to improve.

5. What level of familiarity do the trainees have with their new culture?The trainer should solicit information from the trainees as to levels of familiarity and awareness of their new culture, particularly with regard to access to services, rights and entitlements. If the level of awareness is quite low, the trainer can implement later curriculum modules first, such as; Services and Rights and Responsibilities modules. The trainer can also direct the trainees towards the mobile game Getting There to reinforce the learning of these modules. This will orientate and inform trainees of issues of practical importance first, before tackling cultural norms and job seeking procedures in their new culture.

6. What are the trainees’ current employment situations? The trainer should survey the class and find out whether any of the trainees are or have been previously employed since arriving to the country. The trainer can then ask that those who have or are currently working share their experiences with the class to encourage peer mentoring and confidence development. This could be undertaken when implementing the Vocational Skills and Intercultural Communication modules and the Interview Expert, Email Know How and Risky Business games, in particular.

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7. How can trainers help trainees to achieve the learning objectives?

Recognise the need for assistance from the trainer

The trainer should always be prepared to offer assistance to the more basic learners, particularly with regard to game play instruction and lesson plan activities.

a. Select a range of different activities (e.g. games, online learning materials, classroom discussion) so that a different activity can be undertaken when the trainees’ attention flags. For some trainees who are having problems with the ELearning content, practical, gaming or paper-based materials can be interspersed with more didactic activities to bring the trainees’ focus back onto the material. As games are popular with everyone they can be used as a reward for either completing something or having tried hard.

b. Select the most appropriate games. Some games are more demanding in terms of having reading skills, so choose those that match trainees’ abilities. Games have their own built in reward system which some trainees find motivating especially if they haven’t experienced much success in their routine learning sessions.

c. Make sure the student receives appropriate feedback. Although the games are structured so as to indicate the player’s progress, trainees will benefit from positive feedback where appropriate. The trainer should acknowledge progress and award this verbally.

5.2 Social Dimension This dimension incorporates issues related to collaboration and group working. Online learning is often described as having the advantage of being able to take place anywhere at any time but this can also mean that the student learns in social isolation. Many people who have refugee status or have come through the asylum process can already be experiencing social isolation. Thus the right balance must be found between different strands of blended learning to reduce feelings of isolation. In deciding the best arrangement of social factors to enhance learning, the trainer has to ask:

1. What is the best balance between individual and group learning? Trainers should take note of the varied levels within the class and increase or decrease the group/pair work activities as necessary. Where activities necessitate or would work better in pairs/small groups has been specified in all of the curriculum lesson plans. Group work will probably work best for stimulating discussion (for example, identifying topics that trainees want to learn about or explore in more depth) and reinforcing material learnt through individual work. Some trainees might enjoy playing some of the games with a partner and discussing why certain answers are preferential over others. This may arise with the Interview Expert and Email Know How game in particular as they incorporate intercultural communication and awareness of cultural norms which are invariably learnt via observation and social interaction.

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2. What is the status or immigration situation of the trainee? The trainer should be aware of the various immigration situations and statuses which could be present within the same class of trainees and take this into consideration when prompting discussions and encouraging pair/group work with trainees. These statuses could range from asylum seeker, Convention Refugee, Leave to Remain, Family Reunified to Programme Refugee. Due to this, sensitivity should be applied when raising certain discussion topics and referencing previous life experiences. Also, it is important to note that those who have become oriented to their new culture whilst living within the asylum system may have very different experiences and perspectives on life in this new country in comparison to those who have been granted status immediately or arrived as Programme Refugees.

3. What is the background of the trainee?The trainer should be extremely sensitive when enquiring or engaging trainees in discussions which may elicit information as to their personal backgrounds. This may arise with specific regard to the following modules: Vocational Skills, Intercultural Communication and Services. People coming from countries which warrant asylum seeking may or may not wish to discuss their home country, their journey or even experiences (job-related or otherwise) connected to that home country. Any discussion which may introduce this subject matter should be entirely student-led.

4. Can trainees help each other to learn and can some peers act as trainers? The trainer should explore the possibility of exploiting peer tutoring as research has emphasised its role in engaging and enhancing learning. The positive effect of peers can take place in a group where the enthusiasm of one can stimulate the entire group, but also trainees can be encouraged to form informal support pairings where one student helps another or where one encourages the other or they even set up some friendly competition.

5. How will the resources benefit the trainees with their soft-skills? The group-work and role-play activities contained within the lesson plans will help to develop the soft-skills of the trainees; creating confidence, a sense of initiative, empathy and willingness to support and engage with others. These skills are particularly transferrable and will enhance the employability of the trainees for any work environment. The role-play aspect within the interactive games will also encourage the same, by providing simulated situations where certain soft-skills are tested and honed without fear of consequence.

6. Will potential conflict amongst trainees or gender differences need to be taken into consideration? The trainer should be aware of the ethnic and gender mix of the class. This is particularly relevant when implementing the Intercultural Communication module (and possibly when facilitating gameplay of the Interview Expert and Getting There games). The trainer should adapt or omit specific curriculum activities if potential for conflict or participatory inhibition is identified and requires gender-specific tailoring, i.e.; male or female only discussion groups or peer mentoring.

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5.3 Organisational Dimension This dimension refers to the way in which the training centres deal with the introduction and use of RISE. The school or training centre must be supportive of the introduction of RISE resources and possess an appropriate pedagogic culture. Before engaging with RISE it is important to determine where RISE’s approach and content fit in with current practices and curricula. It is also important to ensure that training centres and the organisations that are responsible for them are happy to adopt this approach. For most trainers, dealing with these aspects may be outside their remit but three questions that might be useful for them to answer are:

1. Is there sufficient technical support for the initiative inside the organisation? The right level of technical support will ensure that the appropriate technology is available, access to the internet is maintained and the equipment is reliably working to ensure trainees are not frustrated by the technology. If utilising the materials online it must also be ensured that the machines (desktop of mobile devices) made available by the organisation have access to the online RISE sites and mobile application. There is some crossover with the technological dimension here also as each organisation may have its own technological restrictions, such as locked down PC installation access which needs to be addressed at an organisational level to make all RISE materials available to trainers and trainees.

2. Do the trainers themselves feel confident using the RISE tools?

The flexibility built into RISE will facilitate its use with a wide range of ability and learning styles, but trainees will still require help to use the technology initially and if there is a steep learning curve for the technology, they will have an unsatisfying experience. It is therefore important to ensure trainers have been trained to a level of familiarity with the desktop game platform and the mobile game platform, have received the RISE Trainer’s Handbook. They should be happy with the initial training sessions and be able to receive ongoing support if they feel they need it.

3. How will using RISE fit in with the rest of the trainer’s work and the current curriculum?

Does the trainer have sufficient time to devote to this learning? Do they need extra support to ensure that trainees have enough one to one support? Can links be formed to other parts of the current curriculum, so that RISE’s activities can be integrated and seen to support learning that the trainees do in other parts of their education?

5.4 Technical Dimension This dimension includes factors related to access, accessibility, implementation and maintenance of the tools and services. For RISE to be able to run and be available for the trainees who need it, there are important directives that need to be followed:

Desktop/Laptop systems:

1. Do the organisation’s current hardware and operating system must support the RISE software?

The games are developed in a 3D environment and for best performance require Windows 7 (or higher) machines with relatively up to date hardware and graphics support. The software used does allow the games to be run in a selection of resolutions and graphic settings, so not

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definitive minimum specification is provided. Please follow the steps described in the handbook in order to get the games running optimally.

2. Are the web permissions set to allow access to the web material required to use RISE.

The rise materials are all available for download from http://rise-project.eu. Some of the downloads are zipped executable files which your browser or internet provider may warn you about or attempt to block. The games are all developed by the RISE project team and are safe when downloaded from our servers. If restrictions are in place you may need to seek permissions from your technical support, or to download games elsewhere and install using a local drive (memory stick).

3. Do the machines/computers have write access so that they are usable for RISE practical exercises?

Always test the games on the machines that you will be using in your lesson prior to in-lesson usage, because the RISE team are aware that restrictions placed on some machines set in public settings – such as schools and libraries - may prevent web access, read/write access or other user privileges which may prevent use of some RISE results.

Mobile systems

1. Does the organisation offer a sufficient number and type of mobile devices if the mobile application and mobile games of RISE are to be adopted? (Alternatively, the trainer needs to make sure all trainees have their own mobile devices that are compatible with the needs of RISE applications.)

The RISE mobile games have been developed primarily for deployment using Play Store on Android devices. There may also be versions which can run on a browser on a desktop machine available at the website. Devices (Android phones or tablets) will require sufficient free space and user rights for installation on Android, and will use data from the mobile network if not connected via WiFi for the download.

Accessibility

1. What adjustments do they need in the software platform options

When users have specific accessibility requirements, it is advisable to ensure that the machine is set up in a way that they are used to and that they can read and/or hear clearly.

On using the desktop games, decreases in resolution can bring about increase in on-screen text sizes, There is also audio support for some of the conversational elements built into the games.

Language requirements are also catered for with the creation of English, Irish and German localised games. The correct language version can be selected by using the flags shown at the start of the game-play.

If you experience technical problems with the RISE interactive resources please email the specific details of the problem to support@rise-project.eu. The team will then advise you as soon as they can.

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Section 6: RISE Game Walkthroughs

6.1 Email Know How, Mobile Platform Game

About the Game

The Email Know How game is focused on formal written language communication and familiarisation with vocational terminology correlates to the following curriculum modules: IT Skills, Vocational Skills and Intercultural Communication.

Check your System

1. Ensure that you are using a compatible device (an Android device)

Download and Install

2. Go to http://rise-project.eu/resources/games/email-know-how/ on the device’s browser and select the ‘download from Google Play’ link

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3. Select the install link on the Play store, allow permissions and follow instructions. (please ensure you have sufficient data for the game download of around 10MB or connect to WiFi.

Play the game

4. Click on open or the game’s newly installed icon to run the game.5. Enter your name and select your locale

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6. Click on the first incoming email to start playing.

7. Select Reply and then select the most appropriate responses.

8. Review the email and send if it is OK.

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9. You will get feedback on your response.

10. Click home to move on to the next email.11. Answer the rest of the emails in a similar fashion to learn more about appropriate formal

and informal language!

6.2 Getting There, Mobile Platform Game

About the Game

The Getting There game is focused on developing an awareness of workplace rights and responsibilities, access to services and correlates to the following modules: Non-Verbal Intercultural Communication, Services and Rights and Responsibilities.Check your System

1. Ensure that you are using a compatible device (an Android device)

Download and Install

2. Go to http://rise-project.eu/resources/games/getting-there/ on the device’s browser and select the ‘download from Google Play’ link

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3. Select the install link on the Play store, allow permissions and follow instructions. (please ensure you have sufficient data for the game download of around 11MB or connect to WiFi.)

Play the game

4. Click on open or the game’s newly installed icon to run the game.

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5. You will see a splash screen with the controls. Tap the left and right sides of the screen to avoid obstacles and pick up health.

6. The race begins…

7. dodge the potholes…

8. …and pick up the first aid boxes to help fix your car.

9. Hitting a first aid box will present you with a question… get it right to get better.

10. Hitting too many potholes and lose a life. Lose 3 lives… Game over.11. Keep going as long as you can!

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6.3 Interview Expert, Desktop Platform Game

About the Game

The Interview Expert game is focused on job-seeking preparation, intercultural communication, both verbal and non-verbal, and developing confidence as a job-seeker correlates to the following modules: Vocational Skills, (Job Preparation, Job Seeking, Job Development), Intercultural Communication (Verbal and Non-Verbal), Rights and responsibilities (Employment Rights & Rights Professional Conduct).

Check your System

12. Ensure that you are using a compatible system (Windows 7 or above) with a mouse and a keyboard. The games can be hard to control using only a laptop’s track-pad.

NB: The games may work with previous versions of Windows but this is unsupported and untested.

Download

1. Go to http://rise-project.eu/resources/games/interview-expert/2. Click on “Download Windows Zip File”.3. The file will download and by default will most likely be found in the “Downloads” folder.

The zip file is around 70MB so may take a while to download depending on your internet connection.

4. You may receive a warning message once downloaded offering you the option to discard the download. An example of this using Google Chrome is seen in the capture below. In this case you need to click on the small arrow to the right of the message and select ‘Keep’.

Unpack

1. Locate the file in the Downloads folder.2. Locate the downloaded file and extract the files from the zip to your desired location on the

computer. This can usually be done by right clicking on the file, selecting ‘extract to’, and then choosing the required location.

Run

1. In Windows Explorer, go to the folder where you extracted the game files.2. To run the game click on the Executable file (InterviewExpert_*_*.exe where the asterisks

represent the current game version).

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3. Select a suitable Screen resolution and Graphics Quality from the dropdown lists (see screenshot below). If unsure try the default settings. If the game runs too slowly close it and start it again, selecting a lower resolution or lower graphics quality (the lowest settings are towards the top of the dropdown box lists). By trial and error you should be able to locate the optimal settings for your system. On most systems, the games will run fine without changing any of the default settings.

4. Select Required language by clicking on the flags.5. Choose a Character to play as… either Zeya or Grace.6. Now follow the instructions given on-screen

Control

The controls for the game are listed prior to the start, but these are defined by the following table:Default Assigned Input Game actionMouse X with Left mouse button down Rotate camera clockwise & anticlockwiseMouse Y with Left mouse button down Rotate camera up and downEscape Pause and go backSpace Perform highlighted action/interactionIf Movement Required…W or Up Arrow Move player forwardsS or Down Arrow Move player backwardsIn conversation…Space Move on to next element or select current answerLeft and Right Arrow keys Move between possible answers to give

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Game Stages

1. View the posters – In the waiting room there are some posters. When you get close enough to one there will be a ‘Read’ message in the top right corner of the screen. Hit space to see the poster. Click on the poster to open a web page full of more information and web-links.

2. View the objects on the table in the interview room – Once you have finished looking at the posters you will be instructed to view the items on the table in the interview room. Firstly you must go into the interview room by opening the door (approach the door until you see the ‘open’ instruction. Hit space to open the door. Enter the room, and when you approach the table objects you will get the ‘read’ box again. You can click on the cv and ID card to see more information.

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3. Speak to the interviewers – This begins the interview. You will hear and be able to read the interviewers’ speech. Press space to move to the next part of the conversation. When you are asked a question you will see an additional box with a possible answer in it. Use the left and right arrow keys to see further possible answers, find the one you think fits best and then hit ‘space’ to select it.Throughout this stage your answers to the interviewers questions will be scored, and your confidence will increase with good answers as seen on the confidence bar on the game screen.

4. Feedback – At the end of the conversation, you will receive some feedback based on the answers you gave through the interview.

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6.4 Risky Business, Desktop Platform Game

Check your System

1. Ensure that you are using a compatible system (Windows 7 or above) with a mouse and a keyboard. The games can be hard to control using only a laptop’s track-pad.

NB: The games may work with previous versions of Windows but this is unsupported and untested.

Download

5. Go to http://rise-project.eu/resources/games/risky-business/6. Click on “Download Windows Zip File”.7. The file will download and by default will most likely be found in the “Downloads” folder.

The zip file is around 70MB so may take a while to download depending on your internet connection.

8. You may receive a warning message once downloaded offering you the option to discard the download. An example of this using Google Chrome is seen in the capture below. In this case you need to click on the small arrow to the right of the message and select ‘Keep’.

Unpack

3. Locate the file in the Downloads folder.4. Locate the downloaded file and extract the files from the zip to your desired location on the

computer. This can usually be done by right clicking on the file, selecting ‘extract to’, and then choosing the required location.

Run

7. In Windows Explorer, go to the folder where you extracted the game files.8. To run the game click on the Executable file (Risky_Business_*.*.exe where the asterisks

represent the current game version).9. Select a suitable Screen resolution and Graphics Quality from the dropdown lists (see

screenshot below). If unsure try the default settings. If the game runs too slowly close it and start it again, selecting a lower resolution or lower graphics quality (the lowest settings are towards the top of the dropdown box lists). By trial and error you should be able to locate the optimal settings for your system. On most systems, the games will run fine without changing any of the default settings.

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10. Select Required language by clicking on the flags.11. Click Play to play12. You will get on-screen instructions, but the controls are as described below:

Control

The controls for the game are listed prior to the start, but these are defined by the following table:Default Assigned Input Game actionMouse X Rotate camera clockwise & anticlockwiseMouse Y Rotate camera up and downEscape Pause and view menu listSpace Perform highlighted action/interaction (shown in the

top right of screen when actions are available)If Movement Required…W or Up Arrow Move player forwardsS or Down Arrow Move player backwardsA or Left Arrow Move player leftD or Right Arrow Move player right1 Change Camera mode2 Show map3 Show inventory4 Show current mission5 Show options menuIn conversation…Space Move on to next element or select current answerLeft and Right Arrow keys Move between possible answers to give

The Game Scenario

The player goes through an induction on their first day at work in a factory. In replicating their first day at work they learn about health and safety laws, equipment, signage and the management of risks and hazards. There are four different zones of the factory of which access can be randomized

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for repeated game play. Each zone contains a significant hazard that the player must either: manage, navigate or resolve in order to avoid an accident. In each zone there will be the appropriate health and safety signage for the risks in that area. Players also take a health and safety induction quiz, using randomized question sets, to deliver health and safety learning content and to further facilitate variety in repeated game play.

You start outside the factory, the first task is to see the receptionist (your current task is displayed at the top of the screen). You need to open the door to reception, and start a conversation with the receptionist. Each of these is achieved by standing close to the target, and pressing the space bar to initiate the activity (a prompt is displayed at the top right of the screen when an action is available). The receptionist will give you a clocking on card, and alert you to the Health and Safety regulations.

Game Stages

1. Receptionist - Speak to the receptionist and inform her that you are here for your health and safety induction. She will then introduce you to the Clocking on procedure.

a. Talk to the Receptionist - Introduce yourself to Julie the receptionist and inform her that you are here for your health and safety induction.

b. Use the Clocking on Machine - Julie has provided you with a clocking on card. Use the clocking on machine to register that you are in the building.

c. View the Health & Safety Sign - Julie has informed you that you need to read the sign detailing the Health and Safety Act.

2. Meet with Tomasz - You have been informed that you have been assigned to a Line Manager called Tomasz. Meet with him to find out more about your induction.

a. Find Tomasz Office - Julie the receptionist has told you that you need to meet with your assigned Team Leader Tomasz. Find him in his office. (Office 1, at the top of the stairs)

b. Talk to Tomasz - Introduce yourself to Tomasz to find out what you need to do in order to complete your Health and Safety Induction.

c. Introduction Quiz - Tomasz wants to ask you a few basic Health and Safety questions so that he can get an initial judgement of your character and HS knowledge. Select from the answers using the arrow keys.

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3. Fire Exits and PPE - Find out about Personal Protective Equipment and the Fire Evacuation procedures employed in the factory.

a. PPE Introduction Quiz – Tomasz asks you a few basic PPE questions so that he can get an initial judgement of your existing PPE knowledge. Move between possible answers using the arrow keys, select your answer using the space bar.

b. View the Factory Map - Tomasz has provided you with a plan of the factory. View the plan by pressing the map button (2).

c. Find the Fire Exit in Zones 1 to 4 – Find and read (press space) the fire action signs in each of the 4 zones

d. Identify the PPE needed for Zones 1 to 4 - Find the signs detailing the required PPE in each zone and view it.

e. Return to Tomasz - Inform Tomasz that you have completed both the Fire Exit and PPE identification tasks.

4. The Factory Tour - For the next part of your induction, Tomasz will take you on a tour of the factory. This will enable him to see if you have a good understanding of how to be safe in a factory environment.

a. Follow Tomasz to Zone 1 and listen to the information that he provides.

b. Identify any Hazards in Zone 1

c. Follow Tomasz to Zone 2 and listen to the information that he provides.

d. Identify any Hazards in Zone 2

e. Follow Tomasz to Zone 3 and listen to the information that he provides.

f. Identify any Hazards in Zone 3

g. Follow Tomasz to Zone 4 and listen to the information that he provides.

h. Identify any Hazards in Zone 4

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i. Return to Tomasz Office - Meet Tomasz back at his office.

5. Health and Safety Assessment - You need to score at least 80% on the Health & Safety Assessment to be employed in the factory Good Luck!

a. Talk to Tomasz - Talk to Tomasz to find out about the next part of your induction.b. Take the Assessment Quiz - Tomasz now wants you to perform the factory's Health and

Safety Assessment. You will need to score at least 80% to be eligible to work in the factory. Move between possible answers using the arrow keys, select your answer using the space bar.

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Annex 1: Added Value Student Games

The following serious games have been created by students at Nottingham Trent University as part of their Computer Studies and Digital Media Technology courses. The products were developed with input from the University’s Interactive Systems Research Group, the Nottingham Refugee Forum and the social enterprise Green Hat Interactive Ltd in the UK.

A description of each product together with a link to the software can be found below. To run the games please first extract the zip file to a local folder before trying to run the games.

All ‘added value’ game downloads are linked from:

http://rise-project.eu/resources/games/added-value-student-games/ or use the direct hyperlinks in this document.

1.1 InterVid

Designed by: Damien Coaten, Degan McAteer, Kiren Soni

‘InterVid’ is a serious game designed to prepare refugees for what employers look for during a face to face interview in the United Kingdom. Users are presented with a series of questions and are given four possible responses. When they chose a response to the question they will be presented with feedback evaluating their choice and giving them helpful information to improve their answer and general tips on body language and speech. Download Windows zip (137MB due to video content). Requires Adobe Flash Player. Double Click ‘InterVid.swf’ to run.

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1.2 Interview To The Top 

Designed by: Callum Carver, Alexander Battleday

‘Interview To The Top’ is a serious game designed to test and improve interview skills. The game is made up of three levels and will begin with an interviewer in the centre of the screen asking an interview related question. Each level uses a different interview character and with increasingly difficult questions. The player receives feedback and advice after every question and answer as this can be an effective method of providing the player with valuable information. Download Windows zip. Requires Adobe Flash Player. Double Click ‘ITTT.swf’ to run.

1.3 My CV

Designed by: Greg Rivington, Gurpartap Takhar

‘My CV’ is a serious game centred around writing a CV. Each main level will consist three sub-levels of complex CV’s, since migrant workers and refugees may have previous experience in high paid UK employment based on the user analysis. Each CV will have missing words or phrases and there will be a list of words below the CV. The user will have to click the words to the correct missing slots on the CV. Download Windows zip. After extracting the zip run ‘setup.exe’ to install the game on your machine. Run the game from the shortcut created in your start menu.

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1.4 Project Morning

Designed by: David Moult, Christie Richards, Reece Thompson

‘Project: Morning’ is a serious game which has been developed with the intention of helping the user improve their time management skills, in particularly before an important meeting or interview. The idea of the game is to let the user make decisions on how to spend the night before the interview and to correctly manage their morning activities to improve stats while still getting to the interview on time. Once they arrive at the interview they will then need to answer interview questions and are then told if they got the job or not, with relevant feedback. Download Windows zip. After extracting to a local folder, double click on ‘projectmorningsite.html’ to run.

1.5 Stereotype

Designed by: Nicholas Gidman, Liz Harse, Umesh Singhal

‘Stereotype’ is a serious game designed to educate individuals from all backgrounds about the issues migrant workers from other countries are facing when trying to find employment. The core objective is to make employers aware through the use of a serious game or CAL based learning environment with the aim of changing bias they may intentionally or unintentionally have during the recruitment process. The solution is also geared to help refugees understand their own employment rights and understand the various forms and processes they will need to go through. Stereotype can be used by employers and help

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them to identify stereotypical beliefs they might have when hiring new employees and in particular when hiring refugees. Download Windows zip.

1.6 The Right Way  

Designed by: Jatinder Gill, Pietro Melfi, Matthew Ulph

‘The Right Way’ is a serious game designed to develop people-skills for players to be able to adapt and become comfortable with everyday situations and environments. The game aims to develop confidence, communication, organisational skills using scenario-based questions and videos. Download Windows zip (223MB due to video content). Extract to a local folder and then double click ‘index.html’ in the ‘Pages’ folder to run the game.

1.7 You’re Hired 

Designed by: Samuel, Edwards, Luke, Payne, Asher, Woodman Worrell

‘You’re Hired’ is a quiz-based serious game that takes the user through a series of questions associated within the workplace in an interview environment. The user will be given the option of selecting a topic that they would like to learn and be tested on subsequently. The objective is for the user to correctly answer a number of questions and if successful may be hired at the end of the interview. Download Windows zip.

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1.8 Jobseekers

Designed by: Ashley Birkin, Nada El Barshoumi, Kyle Hargreaves

‘JobSeekers’ is persuasive serious game that also acts an educational resource. The game aims to provide basic information and guidance to newly migrant workers about the process of job seeking within the UK, while illustrating some of the typical hardships and challenges migrant workers face on a day-to-day basis.  The main objective of the game is to clear up common misconceptions that people may have about migrant workers, who are often misunderstood by locals, and to incite a change in attitudes towards them. Conversely, the game also offers a migrant worker some insight on certain mannerisms, which may be perceived in a negative way. Download Windows zip.

1.9 EuroConnect

Caris Diuk, Andros Gregoriou, Philip Hatton

‘EuroConnect’ is a serious game designed to tackle difficult situations which migrants and employers face. The game uses still images, which can be arranged to create a timeline of the job interview process. The user will receive feedback on their performance in the interview and will be advised if more work is required.Download Windows zip.

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1.10 Helping Hands

Shona Flynn, Yanyiyi Li, Balgees Nugali

‘Helping Hands’ is a serious game designed as an interview assistant and guide for refugees allowing them to prepare for a job interview. The game has been designed to allow the player to learn about the interview process and help them to become more relaxed and confident about the interview. The game has three levels which contain different challenges for the player to overcome. Download Windows zip.

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