David Griffiths

The GREAT project explores ways of using games-based activities to help citizens express their opinions and attitudes to emerging policies, and making the results available to policy makers. To this end, the task of WP2 is to work with stakeholders on dilemmas related to climate change, carrying out activities to develop design challenges, design briefs and wireframes for games-based activities. This report summarises twelve pilots carried out to inform the design of these activities. The report consists of a summary of the pilots, and a compendium containing the reports from each pilot activity.

This deliverable provides details of the Case Study Design to be applied in the GREAT project. The design is framed in the Methodology Interdisciplinary Research (MIR) Framework (Tobi and Kampen 2018) and this document provides detail of the implementation methods. This consists of an eight-step process of tasks incorporating planning, evaluation and reporting instantiated in a timeline for the GREAT case study programme.

This document presents an implementation methodology for the preparation and execution of TENCompetence cycle 3 demonstrator pilots according to the infrastructure currently available. The methodology includes the description of the tasks and procedures needed to be considered from describing the training in terms of competences and selecting the usage profiles more useful for the pilot, to the evaluation of the pilot success. It also reports the plans for the business demonstrators that will be executed by Associate Partners (with support of the eight larger consortium partners) in cycle 3.

This deliverable contains the following 3 topics:
- An analysis of the current status of the project in relation to the lessons learned in the first two years of the project and the changes observed in the world outside of the project. In addition an approach is outlined what to achieve and how to achieve this in the remaining life-time of the project.
- The results of an study on pedagogical models for lifelong competence development. The study shows that in order for lifelong competence development to be optimally facilitated, four main aspects should be organised: organise the learning context; organise the different stages of lifelong competence development; put the learner into control of their own learning; provide resources and guidance from which learners can learn.
- A set of usage profile including use case models for the PCM describing the most important cases of use of the PCM.