Introducing game-based virtual learning environment: Managing educational change in higher education ANDREJA ISTENIČ STARČIČ University of Primorska, Faculty of Education, Cankarjeva 5, 6000 Koper University of Ljubljana, Faculty of Civil and Geodetic Engineering, Jamova 2, 1000 Ljubljana SLOVENIJA andreja.starcic@siol.net http://www.pef.upr.si, http://www.fgg.uni-lj.si Abstract: - Game-based virtual learning environments are fostering new teaching and learning approaches, ensuring the worldwide collaboration of students and teachers. The paper presents a model of simulation-game- based virtual learning environment in four countries, in Finland, Slovenia, Germany and Estonia. Paper presents the classroom management model, outlining teaching and learning methods and assessment for virtual learning environments, where students may collaborate internationally, benefiting from guidance of international teacher teams. Simulation-game-based learning environment aims at assisting students in acquiring competences which will enable them to autonomously involve in their professional fields. Intended competences to be achieved are competences of working in the national, European and global tourism business environments. Quality assurance instruments were developed upon formative and summative evaluation. Investigated are new organisational solutions, which meet educational changes and are necessary so as to ensure international collaboration of students and teachers. Key-Words: - Simulation game-based virtual learning environment, Instructional design, Computer supported collaborative learning, Higher education, Partnership, Business simulation 1 Introduction Internationalisation of higher education extends over a wide range of activities, as for instance, the internationalisation of curricula, development of joint degrees, joint courses, student and teacher mobility, research and development cooperation. We are facing international competition in higher education, among the providers of virtual university and e-learning training courses. The university is expanding the provision of continuous professional development training courses, which are connected in a system of graduate courses. Information communication technology increases the efficiency and flexibility of the learning and training systems, which can be implemented in employment environments, connecting formal learning with non-formal. Information communication technology helps universities in preparing students through the initial education and continuous professional development for the international and global markets. Studies of adaptation of information communication technology to teaching and learning have shown that technological innovation in this field is accomplished in a different way. Implementation of new technologies in teaching and learning is related to the change process which can, according to Fullan [10], be of first order when not influencing organisational structure, and of second order when seeking change in organisational structure, goals and roles. Educational change involves changes in educational context and includes all the stakeholders: teachers, students, leaders, and administration. It can be accomplished by changing teaching approaches and beliefs [10]. As regards ICT innovation at university, a particular teacher as innovator needs to take into account the system and policy applicable at departmental level before acting as change agent. However, from the point of view of the day-to-day teaching practice, the key change agent is the teacher. Higher education is more and more focused on approaches which shall enable students at all study levels to develop the generic and subject-specific competences so as to qualify them for obtaining access to the international work markets, where they shall prove successful in their respective activities. Major changes in teaching and learning have been underway in higher education, which should enable the students during their studies to learn and obtain experience within the international student and expert groups, at studying cases of real-life working practice from the different cultural environments around the globe. Systemic WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION Andreja Istenic Starcic ISSN: 1790-1979 498 Issue 7, Volume 5, July 2008