Nadolski, R., [1] buy generic viagra [2] buy cialis online [3] order cialis professional [4] buy cheap viagra Hummel, H., Van den Brink, H., Hoefakker, R., Slootmaker, A., Kurvers, H., and Storm, J. (2008). EMERGO: A methodology and toolkit for developing serious games in higher education. Simulation & Gaming, Vol. 39, No. 3,  Pp 338-352. Retrieved August 22, 2008, from http://sag.sagepub.com/cgi/content/abstract/39/3/338.

• Rapid changes in today’s labour market require suitable approaches to lifelong education. 338
• These demands are caused by societal trends such as lifelong learning, the diminishing gap between working and learning, and possibilities of new learning technologies. Examples of such new ways of learning include collaborative learning, in which discussion and negotiation play an important role (Dillenbourg and Scneider, 1995), and problem-based learning, in which knowledge is constructed by solving real-world problems. 338
• Such a methodology and tool set not only support the design and development of serious games but also provide guidelines on how such games could be effectively distributed and used. 339
• EMERGO offers a tailored methodology and generic toolkit for the efficient development and delivery of serious games (also called multimedia cases) for acquiring complex cognitive skills (also called competences) in higher education. 339
• The EMERGO methodology and toolkit as such do not guarantee the development of effective attractive and efficient learning materials. 339
• This article has an instructional design perspective and focuses on the use of the methodology and toolkit by case developers and the use of its resulting cases by students. The actual effects of the games and the development of the toolkit itself are not addressed here.340
• We defined scenari-based serious games as simulated task environments, which have been modelled on real-life situations that often include a sequence of learning activities that involve complex decision making, problem-solving strategies, intelligent reasoning, and other complex cognitive skills. 340
• Situated learning (Brown, Collins and Duguid, 1989) emphasizes that learning environments need to offer realistic situations in which learning through meaningful practice takes place, the premise being that the acquisition of complex cognitive skills is context dependent and occurs most effectively in a relevant context.340
• ADDIE is an acronym for “analysis, design, development, implementation, and evaluation. From now on, these phases will be further described in the context of EMERGO.  340
• The EMREGO methodology prevents overspending and minimizes risks for failure. 340
• The EMERGO toolkit is used during the phases of development and implementation. Both methodology and toolkit are intended to be used mainly by teachers. Teachers (and producers) can be assisted by educational technologists and other experts, such as graphic designers and game designers, when proceeding from case idea towards case delivery. 341
• The exact deployment of the methodology and toolkit depends on many circumstances such as the complexity of the case, the content of the case, and the standard working procedures (quality assurance) of the organization. 341
• Case idea (Analysis) -> Case Scenario (design) -> Case Development (development) Case Delivery (implementation) Case Evaluation (evaluation). Figure 1 341
• This enables to identify a first series of activities without getting overwhelmed by details (the first advantage). We can already distinguish compulsory and noncompulsory activities, ordered and nonordered activities, and expected and unexpected activities. The scenario is a blueprint with issues to be further worked on. 341
• Straight forward approach to produce
• During the development phase, the EMERGO toolkit will be used for data entry, with the detailed scenario providing guidance. The toolkit is accompanied by an interactive user guide. All data entry components of the toolkit include templates to guide data entry. Ideally, data entry does not need any specific expertise, but it rarely can do completely without.  343
• In this study environment students can conduct conversations , visit locations, use equipment or tools, participate in discussions, and so on. 343
• Logbook
• To-do-list.