Your voice

The workshop is based on a ‘two-minute-elevator-pitch’ format. Our motto is: ‘Make your point in the time span of an elevator ride – two minutes maximum is the time you have available!’

So, join us to tell Europe in a few powerful words what your take is on creativity or games in the ecosystem of technologies for learning. Elevator pitches’ will be included in ‘Creativity, Games, Learning: Messages for Europe. A Grassroots White Paper’, which will be delivered to the European Commission and circulated widely in Europe.

Include your message to make your voice heard and your work visible! If you attend in person, you will have the chance to do this orally. But we also need your pitch in writing: each pitch up to 250 words.

Send us your pitch at

One thought on “Your voice

  1. The European higher education landscape is undergoing significant change as a result of technology-driven innovations. Key to increasing the chances of students becoming more creative, developing mindsets for creativity as a skill is to demonstrate ways to teach creative thinking grounded in everyday settings. The application of engendering creative ideas is inextricably tied to lifewide creativity to describe the application of creative ideas to the breadth of interdisciplinary ideas contexts in everyday life. This may be instantiated via games for learning or serious games representing gamified story-based tasks and challenges to enable adaptation and response for liberating creative natures. Through such games therefore, emotional intelligence may be nurtured providing the context for practicing emotional awareness tuned in to feelings, empathise with others, overcome challenges and defuse conflict. Disruptive in nature, the manifestation of serious games with elements of visual authoring, learning analytics, gaming and physical object-creation may enable students and teachers to ideate, create and learn playfully and guided through a process of invention virtually, physically in the classroom or during a field trip. To amplify the creativity process, authoring environments for game creation is essential for students not only for developing computational thinking processes, but also for liberating their creativity both in terms of aesthetics (i.e. modelling of art assets) and in terms of creating ownership to something that they have created and thereby getting emotionally attached to it.

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