Within the framework of the LUMAT project, the team members dealt with the idea of making the teaching more attractive and the active involvement of the participants in the course. Within several previous projects, the creation of a game that forces stakeholders - the ones concerned by the issue - has been proven to informally discuss issues in a broader context. The inspiration was brownfield quartet - card game about brownfields, which was produced by partner SPECTRA in previous projects and which is often used for educational events.
Two types of games were decided after the working group meeting.
First type - simple, with a minimum of language barrier issues that players can play independently without instructor intervention or teacher.
The second type of game was to be more focused on the dialogue between the coach and the workshop participants. For successfully play, the knowledge of local realities is necessary
First Type -Landusino
The first step was to select a suitable basic game that had to be easy to play without requiring too complex rules. In order to be usable in different language versions and to give the teacher the opportunity to discuss the issue and at the same time to allow play without the intervention of a teacher. These parameters were met very well by the domino.The aim of the game is to discuss and show the complexity of the land use problems
The game is built on domino rules: Individual parts of domino cubes including symbols of the main problem areas:
- green space
- industrial zone
- problems with water
- problems for ecosystems
- empty field - open to discuss the missing aspects
The task of the teacher is to discuss individual problems, verify if the participants of the training understand the whole complex of problems.
Second Type- Brownfields story game
The game is designed for two or more players.At the beginning of the game, a player who has the function of “arbiter" / "storyteller" is selected (usually storyteller is a person which is a teacher)
Main task of game is the evaluation about the knowledge get from training. The players have to have a knowledge(based on training) about brownfield development, any consequences, problems weaknesses or opportunities for brownfield redevelopment.
Players view the photo of the object, the situation shown in the photo. The players' task is to guess the story that is related to the topic in the picture. On the reverse side of the card, (on the other side of the photo), a “real story” is described. If the player guesses the topicand the main part of the story, gains a point. The player with the most points wins a title “Brownfield story expert”J
This game was created to study brownfield issues and other related issues. The main task of the players is not to collect points, but to learn different stories that at least explain and describe the situations. To better understand environmental management in FUAs.
Photos and stories in pilot game do not show any specific place or story, they are merely illustrative cases to protect third parties. For trainer is recommendation to prepare their own cards with real stories in FUA.
Brownfields Story Game is now availableonly in Czech language.
For the purposes of the project, only one set was produced from both games. These games were made using own hands, dominoes cubes, printers. It was not made in multiple pieces or marketed. The photos used are either from IURS member databases or from the Internet(all the images used being released for use without copyright).
The actual games were tested on students of the Technical University in Ostrava as part of their regular education. At first, Landusinowas accepted as a child's play. However, after the intervention of the teacher, the students mastered the content of the game very well and discussed various possible links and problems for different types of use.
The “Brownfields story” required a much greater input from the teacher, who checked the relevance of the answers. However, after the first round, the students were able to play the game independently and gradually enter the stories. To increase the effect, it would be useful to include several specific stories from the territory.
In fact, both games test participants' training and their understanding of the problem. A teacher in a non-official form, without the need for examinations, can verify that the content of the training has been understood or supplemented with what was not fully understood. Games are not primarily intended for commercial purposes.