BEGIN:VCALENDAR VERSION:2.0 PRODID:-//ACE2-EU European University - ECPv6.17.3.1//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-WR-CALNAME:ACE2-EU European University X-ORIGINAL-URL:https://www.ace2eu.eu X-WR-CALDESC:Events for ACE2-EU European University REFRESH-INTERVAL;VALUE=DURATION:PT1H X-Robots-Tag:noindex X-PUBLISHED-TTL:PT1H BEGIN:VTIMEZONE TZID:Europe/Moscow BEGIN:STANDARD TZOFFSETFROM:+0300 TZOFFSETTO:+0300 TZNAME:MSK DTSTART:20250101T000000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;VALUE=DATE:20260924 DTEND;VALUE=DATE:20260925 DTSTAMP:20260914T061755Z CREATED:20260914T061517Z LAST-MODIFIED:20260914T061755Z UID:20709-1790208000-1790294399@www.ace2eu.eu SUMMARY:ALES Gamification for Teaching and Learning in Higher Education DESCRIPTION:« All Events\n \n \n \n \n \n ALES Gamification for Teaching and Learning in Higher Education \n \n \n \n \n \n 24 September 2026\n\n \n\n\n \n \n \n \n \n \n \n \n \n \n \n Course Type: Active Learning e-Pedagogy Schools (ALES)Duration: 2 hrs. synchronous online activitiesDates: Online component — 24 September 2026\, 15:00–17:00 CETCertification: Official certificate of attendance Gamification is everywhere in higher education right now: points\, badges\, leaderboards\, quests. But does it work? The honest answer: it depends entirely on how thoughtfully it’s designed. Recent research shows gamified teaching reliably lifts motivation and engagement. However\, its impact on genuine learning remains unpredictable; courses designed without a clear understanding of how motivation operates often fail\, regardless of their game-like appearance. \n \n \n \n \n\n Application deadline \n \n \n 00\n Days\n \n \n 00\n Hours\n \n \n 00\n Minutes\n \n \n 00\n Seconds\n \n \n Applications are now closed. \n\n \n \n \n \n \n \n \n \n \n \n \n 1. Organising Institutions\n \n Lead and Host Institution: Lietuvos inžinerijos kolegija (Lithuania) — Dovile Valantiejiene\, PhD \n \n \n \n \n \n \n \n 2. Course Overview\n \n Gamification is everywhere in higher education right now: points\, badges\, leaderboards\, quests. But does it work? The honest answer: it depends entirely on how thoughtfully it’s designed. Recent research shows gamified teaching reliably lifts motivation and engagement. However\, its impact on genuine learning remains unpredictable; courses designed without a clear understanding of how motivation operates often fail\, regardless of their game-like appearance. Two hours won’t turn anyone into a game designer\, and this session doesn’t pretend otherwise. By the end\, participants will have a clearer sense of what makes a learning activity\, assignment\, or feedback-and-assessment moment feel motivating rather than merely being decorated with game elements. Also\, why so many well-intentioned attempts quietly backfire\, including rewards that undermine students’ own interest in the material. Participants will leave with a simple way to judge whether a design choice will help or hurt\, both for individual students and for groups working together\, as well as a few concrete starting points worth experimenting with in their own teaching. It is designed for educators from all disciplines and requires no prior expertise in gamification or game design. \n \n \n \n \n \n \n \n 3. Learning Objectives\n \n Understand what makes gamification effective in higher education.Recognise the difference between meaningful gamification and the simple use of points\, badges\, or leaderboards.Identify common gamification mistakes that can reduce student motivation.Apply basic gamification principles to their own teaching activities.Reflect on how gamification can support student engagement and learning.Develop an initial idea for using gamification in their own course or learning activity.\n \n \n \n \n \n \n \n 4. Learning Outcomes\n \n By the end of the course\, participants will be able to: Explain the core psychological and design principles behind effective gamification\, and their relevance to teaching and learning in higher education.Apply gamification in the practical context of learning activities\, assignments and feedback or assessment moments.Critically evaluate gamification choices\, identifying design pitfalls that undermine intrinsic motivation\, exclude some learners\, or lack a clear theoretical grounding.Sketch an initial idea for their own teaching context\, to develop and try out further after the course.\n \n \n \n \n \n \n \n 5. Who Should Apply\n \n This course is designed for teaching staff from ACE²-EU partner universities across all disciplines who want to move beyond superficial gamification techniques toward evidence-based\, motivation-focused design. It is particularly suitable for educators seeking to strengthen student engagement and reflect critically on when and why to introduce gamification into their teaching. \n \n \n \n \n \n \n \n 6. Application Process\n \n Apply here: https://forms.gle/BJs5gq7UsKo2D2Qh7 Deadline for receipt of applications: 24 September 2026 A Microsoft Teams calendar invitation will be sent to all registered teaching staff. \n \n \n \n \n \n \n \n 7. Further Information\n \n dovile.valantiejiene@lik.techgitana.vyciene@lik.tech\n \n \n \n \n \n \n \n \n \n\n \n Add to calendar \n \n \n\n \n \n \n Google Calendar\n\n \n iCalendar\n\n \n Outlook 365\n\n \n Outlook Live\n\n \n \n\n \n \n\n \n \n \n \n \n \n \n\n Call for Registration: ARC Knowledge Creation Team Workshop #5– “Green Circular Economy & Bio-Based Materials” \n\n\n \n \n Grapes and Health: Exploring the Nutritional and Therapeutic Potential of Their Bioactive Compounds \n\n \n\n \n \n \n \n \n \n \n \n \n \n\n Categories: \n Staff Opportunities URL:https://www.ace2eu.eu/event/ales-gamification-for-teaching-and-learning-in-higher-education/ CATEGORIES:Staff Opportunities ATTACH;FMTTYPE=image/png:https://www.ace2eu.eu/wp-content/uploads/2026/09/website-calendarfacebooLinkedin.png END:VEVENT END:VCALENDAR