Types of games for non – formal education:
1. Name games/ Get to know each other
3. Icebreaking games
4. Team building games
5. Exercises
6. Simulations
7. Case of studies
ICE BREAKING GAMES
An ice breaker is an activity, game, or event that is used to welcome and warm up the conversation among participants in a meeting, training class, team building session, or other event. Any event that requires people
to comfortably interact with each other and a facilitator is an opportunity to use anice breaker. An effective ice breaker will warm up the conversation in your training class or meeting,reinforce the topic of the session, and ensure that participants enjoy their interaction and the session. When participants don’t know each other, the ice breaker will help them introduce themselves to the other participants.
to comfortably interact with each other and a facilitator is an opportunity to use anice breaker. An effective ice breaker will warm up the conversation in your training class or meeting,reinforce the topic of the session, and ensure that participants enjoy their interaction and the session. When participants don’t know each other, the ice breaker will help them introduce themselves to the other participants.
Three main types of ice breakers are used in these meetings.
The first type of ice breaker is just for fun. When participants know each other, laughter andconversation generated by the ice breaker, warm up the group. When participants are strangers, theice is broken and participants learn something about each other. This ensures that introductions andinitial conversations occur; these are key to make sure that participants enjoy and find value in thesession.
The second type of ice breaker introduces or segues into the topic of the training session or meeting.It might also generate laughter and conversation, but its clear purpose is to open up the topic of thesession.
A third type of ice breaker is an activity based on the purpose of the session. For example, a HumanResources department wanted to find out why they took 3-4 months to replace an employee whoresigned.
The ice breaker activity was a full session while they flow charted their hiring process as it existed at that moment. Since this was an immediate activity that everyone in the department could participate in, it served as its own ice breaker.
Why Use an Ice Breaker?
Ice breakers play a significant role in events in which communication and participant comfort levelare important factors. They help you ensure that all attendees are equal participants. They breakdown the barriers that exist inherently and by design in workplaces. These are some of the reasonswhy you will want to consider using an ice breaker.
• When participants know each other and you want to warm up and get the discussion flowingcomfortably.
• When participants know each other and work in different areas or departments, an icebreaker will bear the ice that can occur between silos.
• When participants know each other but have different job titles and levels within yourorganization’s chain of command, an ice breaker can break down the barriers that mightinhibit honest, comfortable communication.
• When participants are strangers, an ice breaker is a comfortable, simple way to makeintroductions, help people start communicating and sharing thoughts, and generally, warmup the room.
• When participants don’t know each other but share a mission, an interest or an idea and have a lot in common, an ice breaker warms up the group prior to more serious discussion of the topic.
A case study (also known as a case report) is an intensive analysis of an individual unit (e.g., a person,group, or event) stressing developmental factors in relation to context. The case study is common insocial sciences and life sciences. Case studies may be descriptive or explanatory. The latter type isused to explore causation in order to find underlying principles. They may be prospective (in whichcriteria are established and cases fitting the criteria are included as they become available) orretrospective (in which criteria are established for selecting cases from historical records for inclusionin the study). Thomas offers the following definition of case study: "Case studies are analyses ofpersons, events, decisions, periods, projects, policies, institutions, or other systems that are studiedholistically by one or more methods. The case that is the subject of the inquiry will be an instance ofa class of phenomena that provides an analytical frame — an object — within which the study isconducted and which the case illuminates and explicates."
It is generally believed that the case-study method was first introduced into social science by FredericLe Play in 1829 as a handmaiden to statistics in his studies of family budgets. (Les Ouvriers Europeans(2nd edition, 1879). The use of case studies for the creation of new theory in social sciences has beenfurther developed by the sociologists Barney Glaser and Anselm Strauss who presented theirresearch method, Grounded theory, in 1967. The popularity of case studies in testing hypotheses hasdeveloped only in recent decades. One of the areas in which case studies have been gainingpopularity is education and in particular educational evaluation. Case studies have also been used asa teaching method and as part of professional development, especially in business and legaleducation. The problem-based learning (PBL) movement is such an example. When used in (nonbusiness)education and professional development, case studies are often referred to as criticalincidents.
Designing learning games tips:
SIMULATION GAME
Simulation Games are the most common educational tools used in the frame of experiential learning.A simulation game attempts to copy various activities in "real life" in the form of games for variouspurposes: training, analysis, or prediction. Usually there are no strictly defined goals in the game, justrunning around, playing as a character. Starting from three basic types of strategic, planning andlearning exercises: games, simulations and case studies, - a number of hybrids may be considered,among which are simulation games used as case studies. The comparisons of the merits of simulationgames versus other teaching techniques have been carried out by many researchers and a number ofcomprehensive reviews have been published.
Simulation games serve many functions, but the important one to educators is that they present thestudent player with a real-life situation allowing him to use his knowledge and abilities whilediscovering decision-making skills for himself. To provide a basic reference on simulation gaming,essays on various aspects of games were collected from people responsible for the development ofthe technique. The rationale for the use of games in education is found in examining how socialprocesses can be simulated and what educational objectives can be presented in this way. Thepotential impact that games can have is indicated in examples from research, including results fromsingle game sessions showing effects on factual knowledge, attitudes, and strategies and results oflonger games that were compared to conventional methods.
CASE STUDY
It is generally believed that the case-study method was first introduced into social science by FredericLe Play in 1829 as a handmaiden to statistics in his studies of family budgets. (Les Ouvriers Europeans(2nd edition, 1879). The use of case studies for the creation of new theory in social sciences has beenfurther developed by the sociologists Barney Glaser and Anselm Strauss who presented theirresearch method, Grounded theory, in 1967. The popularity of case studies in testing hypotheses hasdeveloped only in recent decades. One of the areas in which case studies have been gainingpopularity is education and in particular educational evaluation. Case studies have also been used asa teaching method and as part of professional development, especially in business and legaleducation. The problem-based learning (PBL) movement is such an example. When used in (nonbusiness)education and professional development, case studies are often referred to as criticalincidents.
Designing learning games tips:
Set the learning objectives clearly
SKA (skills knowledge attitudes)
Know your target group
Analyze the real life - challenge of your game
Determine the abstract concept – this will be the context 
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