Design & Development of Digital Interactive Educational Game for Green Finance (15 op)

Aika ja paikka

[This field is not used at Laurea.]

Oppimateriaali ja suositeltava kirjallisuus

The source materials needed for the subject area of the project are selected separately after the project assignment.

Toteutustapa

Project implementation mode: the project will be carried out as a P2P project in cooperation with the client.

Project content:
In this project you will learn how to design and develop digital interactive teaching/learning materials and use digital tools, e.g. platforms for gamified mobile learning and training. You will also learn how to use storytelling as a method of teaching. The target group is the European secondary school students. The subject of the learning materials is green financing and financial literacy skills. By innovating how to develop literacy skills of the target group you will also develop your own skills in finance and sustainability.

The project is integrated to the RDI project (Research, Development and Innovation) SFinLit (Sustainable Financial Literacy). The purpose of the SFinLit project is to develop sustainable financial literacy skills of young students, introducing financial decision-making not only from an economic perspective but also considering extra-financial aspects (social, environmental and good governance aspects).

https://www.asseffebi.eu/project/sfinlit/?lang=en
www.ieectqai.uned.es/sfinlit-project

Keywords: To research and manage customer experiences. Analyze and use business reports in projects. Use strategic planning, analysis and decision making tools in project contexts. Make decisions in various project contexts.

This project can also produce knowledge and credits in other modules, such as Project management.
Coaching and communication: will be agreed in the beginning of the project/semester
This project is suitable for blended learning students (monimuoto): NO

If the student places in this project are filled, we can place the student in another project that produces the knowhow in the same modules.

Project day is Wednesday.
Pre-brief on 12th of Jan at 16.00

Laurea reserves the right to make changes.

Työelämäyhteistyö ja/tai TKI

Project’s client: [the name of a company or client, or if the company specifically prohibits the release thereof, enter the sector; the field is used to monitor partnerships and the RDI integration.]

Toteutuksen tärkeät päivämäärät

[Ensure that a kickoff briefing and guidance sessions have been reserved for the project in PEPPI by an education planner, who can factor in the schedules of the students’ other studies in planning. If needed, you may also make the reservation yourself. The student will see the dates in Lukkarikone and, after being accepted to the project, in their Outlook calendar. Therefore, there is no need to enter the dates here. You may specify the reservation details, if needed. If the kickoff briefing is held at the client’s facilities, specify an external location in the reservation.]

Project guidance is offered on a weekly basis. As a student, you may compare the available guidance sessions in Lukkarikone and select those projects/studies that do not overlap. According to the degree regulations (section 18 ) compulsory attendance in a study unit must be specified and justified in the study unit’s implementation plan.

In addition, the project team schedules a separate meeting to work on the project after the kickoff briefing.

Supervisors send a separate briefing invitation to those who were accepted to the project approximately one week before the kickoff briefing.

Kansainvälisyys toteutuksella

[Describe the realisation of internationality in the project and/or any international partners here. The contents of this data field are used to monitor the implementation methods and the realisation of the strategic objectives. Leave the text if it applies:] The study unit is suitable for exchange students.

Toteutuksen valinnaiset suoritustavat

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognised and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). ... The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

[Describe the opportunities for accreditation of prior learning or other alternative completion methods.]

Opiskelijan ajankäyttö ja kuormitus

[Calculate the scope of the project on the basis of the number of credits and the duration of the project (1 cr. = 26.7 h). E.g., a student spends approximately 16 hours of work time on the project; in other words, approximately 8 hrs for team work and approximately 8 hrs for independent work per week.]

Sisältö ja sen jaksotus

[Describe the content by using the vocabulary used in the world of work. Eg. if you are teaching the basics of programming, tell also which language you are teaching. From this field you should be able to find same words, which are being used in job postings. The field will be used in a service using AI to match studies, jobs and personal competences.]

Lisätiedot

The study unit corresponds to the requirements of Bachelor's level education.

According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies, Alternatively, the teacher can specify a different manner for the student to confirm that they intend to participate in the studies. The completion of these measures can be required within a week of the studies having begun. The application of the aforementioned approach requires that the teacher notifies the students accepted to the study unit of the practice and that the practice is specifically mentioned in the study unit’s implementation plan.

If the student has a justified reason for not attending the first contact teaching session or for not notifying the teacher of their intention to be involved in studies in the manner required by the teacher, the student must contact the responsible teacher to agree on participation in the studies. Their registration for the study unit will be rejected, of the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified, Another student who is in line for the study unit can be selected in their place."

[If there are quata for certain type of students, open UAS, 3AMK etc please tell about the quota and the amount of study places reserved for those students in this field. If needed, you can also specify the target group the complementary competence study is primarily aimed at, if the target group is to be prioritised when students are accepted on the implementation.]

The quality of the study unit implementation has been assessed and the self-evaluation report is available in [Optima, Canvas, Teams, or elsewhere; you can also add OneDrive link].