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Curriculum for Ludwig Game 1 INTRODUCTION 1.1 Basis This material has been developed taking into account the cognitive and psychosocial features of youth within the range ages of 16-19 as suggested by the theory of life span development (Baltes & Schaie, 2013). Cognitively-wise youth within this age are on average capable of reasoning in terms of symbolic terms and formal logic; possesses fluid intelligence, the ability to cope with new problems and situations as well as the capacity to understand and integrate rules into sense of self. In psychosocial terms youth during this age continue developing their identity in relation to adult world; develop and maintain social relationships, display an increased assertiveness and lack of self-discipline. Their identity development is mainly influenced by family and peer relationships, economic and political circumstances. 1.2 Game usefulness for non-formal teaching The format of Ludwig fulfils the core features of non-formal education: relevance to the needs of disadvantaged groups; concern with specific categories of person (youth); focus on clearly defined purposes (development of entrepreneurial mindset) and; flexibility in organization and methods. It might be translated into four criteria: purpose, timing, content and delivery system. Purpose Ludwig can be easily adjusted to concrete and short-term learning needs on a non-credential basis. Timing basis. Ludwig can be customized to short cycle, recurrent, part-time Content Ludwig can be adjusted to the individual needs of youth. Delivery system Ludwig is in line with the community related, flexibility, learner-centred characteristic of non-formal education. Furthermore, cognitively Ludwig might enhance youth capacity to reason symbolically, face and solve problems successfully and incrementally. From a psychosocial angle it might encourage the learning of physics in a playful way, nurtures the building of self-discipline smoothly and identity as positive changeagent. Entrepreneurially speaking, playing Ludwig under the guidance of a qualified entrepreneurship facilitator might allow the integrated development of three entrepreneurial skills: opportunity recognition, self-efficacy, and action. The remaining skills of networking is less fostered by this game. Entrepreneurial mind-set Specific state of mind, which orientates human conduct towards entrepreneurial activities and outcomes. Individuals with entrepreneurial mind-sets are often drawn to opportunities, innovation and new value creation (Fayolle, Liñán, & Moriano, 2014). Opportunity Recognition Perception of new opportunities for the creation of value and construct a market around those opportunities (Santos & Eisenhardt, 2005). Self-efficacy Concerns the extent to which an individual believes in his or her capabilities to mobilize the motivation, cognitive resources and causes of action needed to meet given situational demands. These beliefs influence “what challenges to undertake, how much effort to expend the endeavour (and) how long to persevere in the face of difficulties” (Bandura, 1986). Action Behaviour in response to a judgmental decision under uncertainty about a possible opportunity for profit (McMullen & Shepherd, 2006). Networking Collaborative formal or informal relationship between the individual entrepreneur and his social, business and/or institutional contacts is created (Pérez Centeno, 2014). 1.3 Learning Link between Ludwig and Entrepreneurship The curriculum has been developed in a way that the four sections of Ludwig are matched with the four entrepreneurial skills highlighted in section 1.2. For instance, in the presented curricula, the lesson focuses on the component of “water power”. At first sight, it’s physics learning approach may have no have connection to entrepreneurship, but when looking deeper into the skills fostered by the game: opportunity discovery (exploration), evaluation and exploitation (Davidsson, 2007) there is a positive match in terms of the enhanced competences both in the game as well as in the arena of entrepreneurship. In this light, the challenge of this curricula is to make these competences visible to participants and show them how they can enhance entrepreneurial performance. The challenge to the instructor lies in the method used to make this knowledge accessible to participants. 1.4 About LUDWIG Ludwig is a small research robot who is on an important mission to find new forms of energy for the home planet of the Robotronics. After a long journey he finally reaches earth just to find it abandoned. Humans exhausted nearly all energy sources and left the planet, now they live in big space stations. Regretfully, Ludwig hits one of these space stations and crashes down on earth. Now he faces a challenging situation: a damaged spaceship, a faraway home planet in desperate need of energy know-how and 1 billion humans in a damaged space station. Ludwig has to learn about the human technologies on earth. Starting with the most basic form of energy production “combustion” he has to advance through a tech tree to find and learn about more sophisticated forms of renewable energy. Ludwig doesn´t know anything about the laws of physics on earth, so he uses his scanner to find and analyse physical phenomena which appear in the game. All the knowledge is stored in a dynamical concept map - the knowledgebase. The knowledgebase is empty at the start of the game. While playing, it fills step by step with new nodes. The player ends up with a huge concept map of physical knowledge on renewable energies. The game features 4 “theme worlds”:, which are connected by the storyline. Every theme world features a minigame - called laboratory. A laboratory illustrates the core knowledge of the theme world. For example: How does a pumped storage power station work? or Where should windmills be placed to get the most efficient energy output?. Web site http://www.playludwig.com/en Available languages: English, German, Portugues and Chinese Registration is required: http://www.playludwig.com/en/support/#/userregister Demo version is free: http://www.playludwig.com/en/#/downloadrequirements Full version requires a license key which can be activated after demo version has been installed. 2 CURRICULA The implementation of the activity is structured in phases. Each phase includes the required instructions for the facilitator. 2.1 Preparation Preferably one week before the lessons, the instructor prepares to get familiar with Ludwig. The preparation entails two steps. Step 1: Instructor register and install Ludwig then play it to gain a basic overall understanding on the major features of the game. Timing 90 minutes Step 2: Instructor undertakes a customized playing of Ludwig. Ludwig has four ‘so called’ chapters: combustion, water power, wind energy and solar energy. For this particular case, the instructor plays the ‘water power’ chapter. There is not specific timing for this step, since it depends on instructor’s skills to gain a comprehensive understanding of the selected chapter. Timing 90 minutes Total time 180 minutes 2.2 Game introduction The instructor introduces the game rules to youth participants and runs an assisted practice. The objective is to familiarize youth participants with the game and make sure all participants have understood the objective of the game as well as how to play it. The suggested timing for this phase is as follows: Introduction to Ludwig Rules Assisted practice Wrap-up 10 minutes 10 minutes 30 minutes 20 minutes During the wrap-up the instructor explains participants the link between the features of Ludwig with the development of entrepreneurial skills, clearly defining and specifying the skills that might be particularly enhanced by the game, these skills are indicated in section 1.2. Total time 70 minutes 2.3 Description Title Age Skills enhanced Method Objectives Survival 15+1 Self-efficacy, opportunity recognition, networking and action group work, role play & scenarios Solve problems from a different and unexpected perspective under time pressure Frame problems as “hidden opportunities”. Engineer creative solutions Develop goal-driven action Learn to work on a team basis 2.4 Materials needed Access to full version of Ludwig Any video-recording device: camcorder or phone enabled with a video camera 6 litres of tap water 20 bread units Ludwig has been designed to be played by children from 11 years up. This particular curricula focuses on children from 15 years up. 1 Ideally 100 coin units, preferably of a nominal value of one. These might be replaced by set of monopoly money which can be purchased in e-bay. Notes might be made from sheets of white paper and assign to them value of 1. 2.5 Implementation Phase I Intro Timing 10 minutes’ intro + 30 minutes free playing Ludwig + 10 minutes’ task explanation Instructor briefly introduces to participants the water section of the game. Participants freely play the water section of Ludwig assisted by instructor, the only instruction at this point is to have fun with it and advance on the game as much as they can. Once the playing is completed, the instructor collects the results obtained by each participant and proceeds to explain the task. Task Participants` lives are in danger, they need both water and food to assure their survival, but they do not have enough of it. Their task consists of finding and getting as much water and food as they can. The maximum amount of resources to be found is: 6 litres of water and 20 bread units. The minimum amount of water and food to assure team survival is 2 litres of water and 6 bread units. The team that gathers the highest amount of water and food and the highest amount of coins wins the task. Participants are free to find any solution that allow them to achieve the task. Instructor clarifies questions concerning the task. Total time 50 minutes Phase II Implementation Timing 10 minutes’ group formation + 30 minutes per each scenario (120 minutes in total). The four scenarios are as follows: Scenario 1 Scenario 2 Scenario 3 Scenario 4 a hint where water might be located but no coins a hint where bread might be located but no coins no hint but 100 coins no hint, no coins Instructor forms the groups and assign them a scenario as follows: Group A Group B Group C Scenario 1 Scenario 2 Scenario 3 Group D Scenario 4 Participants start task implementation for 30 minutes Instructor assign participants a new scenario and participants proceed with task implementation for 25 minutes. Instructor makes sure that all groups implement all scenarios for a duration of 25 minutes each. Negotiations are video-taped. The instructor assists the teams during this phase. Instructor collects team results achieved in each of four scenarios. Total time 130 minutes Phase III Reflective Feedback Timing 10 minutes’ results + 20 minutes (5 minutes per group presentation) + 2 minutes per each participant (depend of number of participants) + 20 minutes’ feedback Instructor presents the results achieved by each team in each of the scenarios played. Participants choose a member of their group to present their reflections based on these questions: What has been learned from this lesson? What obstacles were faced during negotiations? Which scenario was the most challenging? What could be done better next time? How this experience might be applied to real life? Participants share individually their experiences on the task Instructor wraps-up the session linking the task to the entrepreneurial skills put in practice. Total time Around 90 minutes 2.6 Reinforcement The display a video clip portraying the story of success of Jack Maa and Alibaba. Link: www.youtube.com/watch?v=O8gFSntSwr0 Instructor close the task by getting from each participants three things that they have learned from the lesson. Total time 30 minutes 2.7 References Baltes, P. B., & Schaie, K. W. (2013). Life-span developmental psychology: Personality and socialization: Elsevier. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory: Prentice-Hall, Inc. Davidsson, P. (2007). Method challenges and opportunities in the psychological study of entrepreneurship. In B. J. Robert, M. Frese, & R. Baron (Eds.), The Psychology of Entrepreneurship (pp. 287-323). London: Lawrence Earlbaum Associates Publishers. Fayolle, A., Liñán, F., & Moriano, J. A. (2014). Beyond entrepreneurial intentions: values and motivations in entrepreneurship. International Entrepreneurship and Management Journal, 10(4), 679-689. McMullen, J. S., & Shepherd, D. A. (2006). Entrepreneurial action and the role of uncertainty in the theory of the entrepreneur. Academy of Management Review, 31, 132-152. Pérez Centeno, V. c. (2014). Entrepreneurial networking of small businesses in LatinAmerica: the case of Villa el Salvador in Peru. Jyväskyla Studies in Business and Economics, 145. Santos, F. M., & Eisenhardt, K. M. (2005). Organizational boundaries and theories of organization. Organization Science, 16(5), 491-508.