Digital Games Based Learning (Online Workshop)

Date: 12th December

Duration: 3 hours.

Pupils: 30 Students from Spain (9th Grade) and 20 from Turkey (10th Grade)


1. Motivate students.

2. Introduce them to digital games and digital gaming platforms that will help them learn significantly. (To Help students know some web pages related to educational games where they can practice and learn some of the knowledge they get in their lessons and also some 21st century skills like Creativity, Communication, Collaboration and Critical Thinking)

3. Promote reflection on their learning to give them autonomy and prepare them for their academic future.


  • Learning By Doing,
  • Digital Games Based Learning,
  • Reflection and metacognition,
  • Cooperative Learning (Students worked in pairs),
  • ICT tools applied to teaching.


Workshop Video

Take a look at the Web we used to do the workshop!!


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Played Games (click each image and go to the game!)
1) Periodic table:
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2) Anatomy:
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3) English (Vocabulary):
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1) Communication and Argumentation:
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2) Creativity:
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3) Critical Thinking (Deduction, hypothesis construction, induction…)
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 Do you want more? Take a look to these platforms and you will find more games like these:
– abcya
– Icivics
– Pbskids
Previous Online work carried out by teachers

Students Workshop Assessment

Inside World

In this workshop, it was intended that students could contact the first need of discovery and learning: THE OBSERVATION of what surrounds us and what happens, if usual, to be the object of curiosity, reflection, study and construction of new knowledge.

The objectives were as follows:

1. Learning to learn (All activities): Critical thinking, learning knowledge, hypothesis building and theories …
2. Improvement of communicative skills (All activities but especially in 1, 2, 5 and 6)
3. Promotion of creativity and innovation capacity (Activity 1, 2 and 3)
4. Digital competence (Activities 1, 3 and 6)
5. Improvement of English (in all activities)

Throughout the days of the workshop, and through different techniques such as gymkanas, surveys, experiments, visits to scientific centers or empirical observation, the students tried to answer questions about knowledge and elaborated models that would answer the old theories as well As well as new ones to understand their own learning and the process of knowledge.


Students: 145 Spanish students (145 in the gymkana, 35 in “Evolution of knowledge acquisition workshop”, 10 in the rest of activities), and 10 Turkish students.


How do we learn: Lourdes Cardenal (Philosophy)

Evolution of knowledge acquisition workshop: Jerónimo Del Moral (Biology)

Gymkana: Ángel Muñoz (History) and Lourdes Cardenal (Philosophy)

Multiple Intelligences session: Adil Tugyan (English)

Discovering the world through non formal learning: Ignacio Acha, Paco Colón, Jerónimo Del Moral, Ángel Muñoz, Lourdes Cardenal, Clemen Tabales and Álvaro Guerrero.

Online tools to improve our knowledge: Adil Tugyan (English)


  • Learning by doing
  • Cooperative Learning
  • Games Based learning (Gymkana)
  • Web 2.0 in education
  • Multiple Intelligences.


The structure of the workshop is the following:

ACTIVITY 1: Conference HOW DO WE LEARN: Dinamic conference with students collaboration through tools like RealTimeBoard, Twinspace Forum and Padlet.

Presentation of the workshop and initial research: Construction of hypotheses about human knowledge.
Participating students: 10 Spanish students and 10 Turkish students.
Methodology: Cooperative Learning and Use of Web 2.0 Tools applied to teaching.

SECOND SESSION: Evolution of knowledge acquisition theoretical-practical Workshop.

THIRD SESSION: ECO GYMKANA: The importance of creativity and critical thinking in our learning.

FOURT SESSION: Learning about Multiple Intelligences.

FIFTH SESSION: Discovering the world through non-formal learning (Museums and workshops visits).

SIXTH SESSION: Online Tools to improve our knowledge and help us to learn.

The aim of this first session of the workshop is cause in the students a explicit knowledge about their learning to make them aware of the skills they will need in the future and the ways that will be able to improve them.

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Made with Padlet

Created with Padlet

SECOND SESSION: Evolution of knowledge adquisition
The main objective of this workshop session is to get the need to pursue a line of learning consistent with human evolution and in light of recent discoveries about the human brain way of working, so that they would be able to understand the form of working knowledge in future workshops.


Students of 10th grade of Maristas School, together with the Erasmus + students, enjoyed this “gymkana” prepared by 11th grade pupils. The objectives of this activity are to provoque in students a reflection and to promote a critical thinking about our world and reality, to learn in a funny way (gamification) about topics related with history and philosophy, and to discover the importance of creativity and innovation to product new knowledge.

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FOURT SESSION: Learning about Multiple Intelligences
FIFTH SESSION: Discovering the world through non-formal learning (Museums and workshops visits, metacognition and reflection)
The aim of this activity is to help students discover the importance of learning by doing. Experiment by one´s self helps to find answer to theoretical questions that otherwise will be very abstract and difficult to understand.
We join the ECO Workshop and the Inside World Workshop to reflect on what has been learned in ECO visits (art: MEIAC Museum, anthropology: Carnival Museum, Sciences: botany workshop, Science: Workshop in Faculty and Industrial Engineering) and Do metacognition, how have we learned ?, Why ?, What conclusions do I have for my life and my future? How can informal learning help me? What is the scope of this?.



SIXTH SESSION: Online Tools to improve our knowledge and help us to learn

At this workshop Turkish students worked in teams of two and presented 5 effective tools , GoConqr, Voki, I wish you to, Realtimeboard, Biteable to create online resources and the creative use of internet.



ECO is an activity Spanish students have carried out during the academic years 2015/2016 and 2016/2017 as part of the local activities developed by our Erasmus + project.

The aim of ECO is to improve their 21st century skills and to reach the expected results of the project.

During our partners visit we have shared the success and advantages of that activity with Turkish students and have carried out a workshop with all our guests so that they could also increase their 21st century skills and could have some practice about this project and its benefits.


The objectives of the workshop were:

1. To promote the digital competence of students.

2. Promote informal learning, autonomy and entrepreneurship as well as leadership.

3. Encourage critical thinking, creativity and communicative ability.

4. Improvement of English.


Students: There were 10 students from Turkey and 50 from 11th grade of the Ntra. Sra. Del Carmen College (activities 1 and 2 of the workshop), although in sessions 3, 4 and 5 only 10 Spanish and 10 Turkish students participated.

Teachers: In addition to the project coordinator, 5 Spanish teachers and a teacher from Turkey participated and collaborated, accompanying the students to the events, organizing the workshops, and guiding them in the learning process.
The participating teachers were:

  • Francisco Colón (Physics)
  • Ignacio Acha (Chemistry)
  • Angel Muñoz (History)
  • Jerónimo Del Moral (Biology)
  • Clemencia Tabales (English)
  • Adil Tugyan (English)
  • Lourdes Cardenal (Philosophy)



The workshop was carried out with the following unified methodologies:

– Attention to multiple Intelligences.

– Project-based learning.

– Cooperative learning.

– Learning by discovery.

– Use of Web 2.0 tools in education.

FIRST SESSION: ECO Spanish students presentation to Rize students:

SECOND SESSION: Learning how to search information and development of communicative, collaborative and use of new technologies skills with ECO app and web.

The Spanish students held a workshop to teach their Turkish colleagues how to work in ECO. For this, in a first theoretical part, they explained how to operate with WordPress (platform in which is housed the page and the operation of the ECO APP made with Android Studio.

Turkish students had a Job Shadowing with all the students from the 1st Bachillerato of the Ntra. Sra. Del Carmen school where the boys went looking for news, searching for images without copyright, writing the events, correcting them by pairs and uploading them to the web and the App, so the guys from Turkey, could see what the whole process of event diffusion through ECO is.

THIRD SESSION: Visit to different workshops and museums.

Each visiting student joined a group of experts attending to their interests and vocation. Together, they participated and visited some of the workshops, exhibitions, days, … that were held those days in Extremadura. They evaluated the activities, resources, materials … employed in the events they attended, as well as the quality and scope of the contents in such events presented.

Some of the sites visited were: Exhibition of contemporary art in the MEIAC, Carnival Museum, Botanical workshop, Visit-workshop to the Faculty of Industrial Engineering …

FOURTH AND FIFTH SESSION: Writing of reviews with the tool PRIMARYPAD and publishing of the reviews on ECO web and App.

During the fourth and fifth days, the process of writing, first news, and later chronicles and reviews of the events visited for the APP and ECO blog, was carried out jointly, using all such applications and doing the work of editors as well as Of community managers of the application. In addition, they used some of the tools they met at the Web 2.0 Tools workshop held in Turkey as PrimaryPad.

Visit our Web:

TECHNOLOGICAL STUDENTS EXPERT TEAM: Search, write and publication of news in the WEB ECO
CULTURAL STUDENTS EXPERT TEAM: Search, wrtite and publication of news in the WEB ECO


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SCIENCE STUDENTS EXPERT TEAM: Search, write and publication of news in the WEB ECO





ARTS STUDENTS EXPERT TEAM: Search, write and publication of news in the WEB ECO




Web 2.0 For Students

This workshop was held in Turkey in April 2016.
Like the workshop “21st century students” it is an extra workshop, not initially programmed.

The “Web 2.0 for students” looked for pupils to learn tools that will be useful to them in their academic future. Curricula, whether secondary or university, are increasingly important in the development of skills such as collaboration, communication or digital competence. That is why our students must start to have resources and know the tools that allow them to acquire those skills.
In this workshop they were given some of the most interesting applications that will allow a correct development of projects and jobs in the future academic and professional.

The methodology used was, on the one hand, explanations and presentations of the teacher, and on the other, a practical session in which they could use several of these tools. In this second part, Learning by doing, cooperative learning and discovery learning, together with the use of ICT in teaching, have been the key active methodologies.

The review of the students will allow to deepen the knowledge of the activities carried out in the workshop

By Teresa Calatayud, Bilge, Enes and Miguel.

“Last Friday, 13th of April, when we were in Rize because of Erasmus + project “Looking for an unifying theory of new methodologies” in where Adil Tugyan taught us some of a lot of educative apps like Mymunka, you can search the name of people and look for all the educative links that are related with them, it is really useful when you have to investigate in order to do a work even to look for all the articles that they have published; Bookmaking, that is used to create your own online library, where you can save all your notes in a link in order to have them in a safe place.

For group working we highlight PrimaryPad that helps us when we want to make a brainstorming, all the students can send their ideas at the same time.

In the communication area, internet is very useful because it has a lot of apps to send images or videos for example mailIVU or vialogue; and we discovered etwinning too, that is a kind of blog that  belongs to the educative area and it is shared by teachers and students so as to use a forum, upload projects, photos, videos…

We think they are really practical and we will use them in a future because of their efficiency and quickness.

After all this, we started to practice with some of these tools like Etwinning, Todaysmeet or Tackk and did some activities relating all we knew by this moment about learning for the 21st century but this time with these wonderful apps.

With them we’ve discovered new ways to learn. One of these ways to learn is by using Taskk. It’s an app which creates a notice board and you can add videos, photos and others, this programe can be also used like a social media where you can text to your friends or solve problems. Another way to improve our knowledge is by Todaysmeet.

This tool helps us to make our classes more dynamic and all pupils can participate with this. We could take presence in a class to use both of them. You could see how interesting and enriching are these new ways to make a unified Education System!!”

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21st Century Students (extra)

The workshop “21st century students” was developed in Rize (Turkey) during our first mobility. It is an extra workshop, that is to say, not initially contemplated in the project and for which there was no financial subsidy, however, it seemed important to us that students carry out a reflection about our current society, the demands of the labor market and Of the skills and abilities that they had to develop from now on in their student days in order to be successful professionals in the future.

Through the methodology of Cooperative Learning linked to Visual Thinking the students reflected in community of inquiry (Lipman) on several issues that were raised once they received a theoretical basis of the subject.

After the group reflection guided by what we can call “triggering questions” of thinking and inquiry (development of critical capacity), and the creation of visual Thinking (promotion of creativity) , the students went on to expose the other colleagues and teachers their conclusions and ideas, empowering with it and practicing their communicative skills.

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The 17 students who participated in the workshop were impressed with what they learned and became aware of the strength and importance they have today in the development of skills and abilities such as critical thinking, communication or the ability to work as a team and the Be able to use the new technological tools for their training.

We leave here a written review by the students themselves about the workshop carried out and the activities carried out in it

By Erasmus + Students Marta, Sude, Emin and Juan Carlos.

“One of the workshops we attended in Turkey was called ´Education of the XXI century´ and consisted of two parts. During the first part Adil Tugyan introduced us what is that concept. And it is that:

As the world changes and evolves, education also does. For this reason education must be adapted to these changes, and that will lead to better results. In this adaptation new technological tools play a key role, because thanks to them we have new forms of teaching and learning that are much more effective. Among them we find cooperative work. Adil said that the best process to work was the following, first dream, think what you want to do, what you want to get. Then it is very important to explore, help you with internet and books to collect information. The next step is preparing a mental map, organize your ideas and then run it and stream it. And in this way of working that characterizes the XXI century, the teacher becomes a guide with a key role. Another benefit is that arouses our curiosity, learning should not be just during school lessons, it should be a hobby. This would open us many more possibilities in the workplace.

Two of the 5 presentations we could enjoy to learn what it means to be a student in the 21st century

Just amazing!!

For the second part of the workshop Adil divided us in three groups and he launched three simple questions, but we had to answer with a poster that later we presented to the other mates.

We followed the steps Adil gave us, that is, cooperative work, which we are accustomed to using at school. One group answered the following question: How do 21st century learners learn? In their poster appeared, new techniques such as gamification (learning trough games and playing), cooperative work and internet also appeared. Internet can be used for multiple applications, watching videos, gather information, didactical games… With all this what we mean is that education is changing and we must adapt to it if we want to learn as much as possible.


Another question was: How do 21st learners communicate? And here we have mobile phones for both call and text or to use in social networks which they are also forms of communication. However there are other devices that we use to communicate and the advantage of this, it is the speed and the possibility to contact with people who are far away. All these advances in communication must be used also to improve our learning methods.


And the last one: who is a 21st century learner? In this question we discussed the characteristics of a student today, as it is the curiosity that allows your learning to go further, also innovation and creativity, we must be capable of invent and create. Another important feature is critical thinking, we should not take anything for granted, sometimes we should try to go further. There is also something we should keep in mind, it is that we are natives of technology; we were born when technology was emerging and for this reason we know full benefit. For a 21st student is also important to collaborate and participate, we should want to learn.

In conclusion, with these three presentations, we wanted to give an idea of, what is the education of the 21st century using the information that Adil provided us of during the first part.”



Reviving Scientific discoveries in terms of Today´s digital natives

The workshop that was developed during the stay of students in Turkey consists of several parts defined by different activities that sought the following objectives:

1. Improvement of digital competence.

2. Promotion of creativity and innovation.

3. Development of the capacity to investigate.

4. Empowerment of autonomy, leadership.

5. Improving the ability to learn to learn.

6. Development of critical and relational thinking.


7 Spanish students and 10 Turkish students.


  • Cooperative Learning
  • Learning by Doing
  • Web 2.0 in education
  • Games Based Learning

The workshop was divided into three parts:
In the first place, the students learned and reflected on knowledge today as well as on the latest discoveries made and their reach in the daily life of people.
For this, several presentations and videos were used and a very pleasant debate was held among the students in which they tried to answer the question of “What is necessary to invent?” And “How do the latest discoveries and inventions made by humans affect us in our lives?”

The second part of the workshop had an eminently practical nature, it was about getting the students to put themselves in the skin of the inventors through an experiment (the realization of homemade batteries) in order to know better the process of creation, invention and discovery .

Finally, they made, using Web 2.0 tools, ebooks and timelines about great inventors of history. To do these results they had to learn how to use different tools. The methodology used was Cooperative Learning and they had, first, to research and after it, to create the ebooks and the timelines.

The ebook presented here and the timeline are some of the ones made by the students. The first of them stands out because it was made as if it were a game, since the students tried to have their classmates guess what great scientist they were referring to.

Students’ Workshop Reviving Scientific Discoveries


El pase de diapositivas requiere JavaScript.

Photos of the Workshop

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THEY are variously known as the Net Generation, Millennials, Generation Y or Digital Natives. But whatever you call this group of young people—roughly, those born between 1980 and 2000—there is a widespread consensus among educators, marketers and policymakers that digital technologies have given rise to a new generation of students, consumers, and citizens who see the world in a different way. Growing up with the internet, it is argued, has transformed their approach to education.

Discoveries for Digital Natives

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Discoveries for Digital Natives by Slidely Slideshow


Reviewing Discovery Workshop


Lemons Make a Battery


With this lab, pairs of middle or high school students work together to make a 2-cell battery using a paper clip, a penny, and a fresh lemon as each of the cells. The battery can power a digital LCD clock or timer that is normally powered by a 1.5-V button battery. The activity can be completed in 35 min or less.


A lemon battery generates electricity (a flow of electrons) due to chemical reactions occurring at electrodes inside the lemon. The outer coating of zinc on a steel paper clip is oxidized, and the paper clip becomes a negatively charged anode. The electrons that are released flow from the zinc through a wire to a copper penny, which channels the electrons to the positive hydrogen ions, H+ in the lemon’s acidic juice. The hydrogen ions are reduced to neutral hydrogen atoms, which pair to form hydrogen gas, H2. The penny becomes a positively charged cathode as the electrons are funneled away. Both reactions are shown below, along with the net reaction.

The paper clip, zinc electrode (anode) Oxidation: Zn → Zn2+ + 2e–
The penny, copper electrode (cathode) Reduction: 2H+ + 2e– → H2
Net reaction: Zn + 2H+ → Zn2+ + H2

One misconception that students may have is that the lemons themselves are the batteries producing the current. The lemons provide the liquid electrolyte that completes the circuit. The source of current (the electron flow) is the zinc atoms of the paper clip.

Content standards

Grades 5–8
Science as Inquiry

  • Abilities necessary to do scientific inquiry
  • Understandings about scientific inquiry

Physical Science

  • Properties and changes of properties in matter
  • Transfer of energy

Grades 9–12
Science as Inquiry

  • Abilities necessary to do scientific inquiry
  • Understandings about scientific inquiry

Physical Science

  • Structure and properties of matter
  • Chemical reactions
  • Interactions of energy and matter


Use safety goggles. Take care when making slits in the lemon with a knife. Keep the lemon batteries away from any heat or flame due to the small amount of flammable hydrogen gas that may escape at the penny electrode. Acidic lemon juice may cause minor skin irritation and possibly fade clothing. Dilute any spills with water.

Materials needed per student group

  • 2 Fresh Lemons
  • 3 Copper Wires with Alligator Clips
  • 2 Jumbo or Standard Metal Paper Clips
  • 2 Pennies
  • Voltmeter or Multimeter
  • Digital Clock or Timer
  • Knife
  • Paper Towels


1-Cell battery (1 lemon)

  1. Applying some pressure, roll a lemon on a table to loosen the pulp inside.
  2. With a knife, carefully make 2 small slits an inch or 2 apart in the lemon rind.
  3. In 1 slit, insert a jumbo paper clip halfway into the lemon.
  4. In the other, insert a penny halfway into the lemon.
  5. Attach the alligator clip of 1 wire to the paper clip. This is the negative electrode.
  6. Attach the alligator clip of another wire to the penny. This is the positive electrode.
  7. Check the voltage by connecting the other ends of the wires to the positive and negative probes of a voltmeter or multimeter. (If the reading is negative, reverse the connections.) Record the voltage.

2-Cell battery (2 lemons connected in series)

    1. Repeat steps 1–4 above with a second lemon.
    2. Attach the other end of the wire connected to the penny of lemon #1 to the paper clip of lemon #2. This positive-to-negative connection is called connecting in a series.
    3. Attach a third wire to the penny of lemon #2. This wire is positive, while the wire from the paper clip of lemon #1 is negative.
    4. Check the voltage of this 2-cell battery by connecting the other ends of the wires to the positive and negative probes of the voltmeter or multimeter. Record the voltage.
2-cell battery (2 lemons connected in series)
2-cell battery (2 lemons connected in series)


  1. Remove the button battery from a digital timer or digital clock.
  2. Note the 2 wire contacts in the battery holder. The center one is the negative pole, and the side contact is the positive pole. You may have to bend the center contact up and the side contact out to attach the alligator clips of the wires.
  3. After attaching them to the contacts, do not allow the alligator clips to touch each other.
  4. Turn on the timer or observe the display of your digital clock. What do you see?


Multiple cells in series
You may want to have your student groups combine their cells with those of other groups and connect 4 or more lemons in series. Or, students may cut the lemons in halves or quarters to make more cells (the voltage output for each cell will remain the same). For each additional lemon or partial lemon, add a wire connecting a penny of one (+) to the paper clip (–) of another. Four lemons in series will power a 1.7-V LED. Remind your students that the short leg of the LED is the negative pole and the long leg, the positive; the LED will illuminate only if connected properly. LEDs can be purchased from local electronics suppliers or online.

Great Scientests students research and timeline
Ebook created by: Juan Carlos Benítez, Asli Taviloglu, Begoña Halawah and Engin Can.

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Timeline created by: Ezel Dal, Ruth García-Tenorio, Emin Ozturk and Pablo Martín