This document describes a participatory co-creation model called "play-to-engage" that was used to drive community engagement in rural indigenous schools in Sarawak, Borneo. The model incorporates factors of cultural protocols and game design thinking. It was tested in two primary schools located in remote villages with limited technological resources. The model looks at incorporating gameplay and adherence to culture protocols to establish trust and partnership between researchers and the community. It resulted in a participatory co-creation approach to guide researchers working with indigenous communities while respecting their unique cultural practices.
The document discusses literacy for engaging in a participatory culture. It argues that developing new media literacies requires understanding our relationships with media, not just technology. A focus on media emphasizes the social and cultural practices that emerge around communication tools. The document outlines several core new media literacies like play, performance, and collaboration that are important for full participation in today's media landscape. It also discusses how initiatives are working to help students tap into rich learning networks through connected learning approaches. However, barriers like uneven access to opportunities and skills can prevent some from fully participating. Educators need to become participants themselves in new media to help students develop important new media literacies.
The document discusses the design and implementation of an after-school program called Explore Locally, Excel Digitally (ELED) at Robert F. Kennedy Community Schools in Los Angeles. The program aimed to establish a culture of participatory learning using a theoretical framework called PLAY! (Participatory Learning and You!). PLAY! was informed by concepts like new media literacies, social and emotional learning skills, characteristics of participatory culture, and ethics. Through activities, reflection, and creating digital portfolios, the program sought to improve students' digital skills, literacies, social-emotional skills, and ethical thinking related to digital citizenship. Initial findings suggested the program successfully facilitated participatory learning and supported students' skill development.
Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated ...Jari Laru
This document summarizes an article that studied social patterns in mobile technology-mediated collaboration among members of the professional distance education community. 10 participants from a university learning center used mobile devices for 12 weeks to collaborate online in designing a new master's program. Usage data and interviews were analyzed using social network analysis. The analysis revealed sparse collaboration and structural holes in the offline community. Participants did not have need for mobile collaboration tools in their separate offline practices.
The document summarizes a program called the Barrio Arts, Culture & Communications Academy (BACCA) which provides after school activities for at-risk Latino and African American youth. BACCA aims to engage youth, decrease risk of school dropout, and foster community engagement through culturally tailored activities. It is based on theories of positive youth development and draws on community assets. Evaluation findings suggest youth gained confidence, understanding of community issues, and appreciation for their culture and skills through participation in BACCA. Challenges included recruitment and retention, while strengths included building on community history and inspiring prosocial norms.
An evaluation paper on the effectiveness of Digital StudyHall presented at the 2008 Annual Meeting of the American Educational Research Association.
DSH conducted this study with 4 schools over a year and found marked improvements in both teacher and student performance.
This work package will explore how cultural intermediation connects communities to the creative economy through case studies in Birmingham and Manchester. It aims to understand how intermediation impacts communities and what cultural learning is facilitated. The research will use ethnography including interviews and events to examine how formal cultural intermediation has engaged hard-to-reach communities and supported their involvement in the creative economy. Local community researchers will be trained to help co-create knowledge and benefit from skills development. Planned outputs include academic publications, case studies, engagement guides and events, and online dissemination of lessons learned.
The document discusses literacy for engaging in a participatory culture. It argues that developing new media literacies requires understanding our relationships with media, not just technology. A focus on media emphasizes the social and cultural practices that emerge around communication tools. The document outlines several core new media literacies like play, performance, and collaboration that are important for full participation in today's media landscape. It also discusses how initiatives are working to help students tap into rich learning networks through connected learning approaches. However, barriers like uneven access to opportunities and skills can prevent some from fully participating. Educators need to become participants themselves in new media to help students develop important new media literacies.
The document discusses the design and implementation of an after-school program called Explore Locally, Excel Digitally (ELED) at Robert F. Kennedy Community Schools in Los Angeles. The program aimed to establish a culture of participatory learning using a theoretical framework called PLAY! (Participatory Learning and You!). PLAY! was informed by concepts like new media literacies, social and emotional learning skills, characteristics of participatory culture, and ethics. Through activities, reflection, and creating digital portfolios, the program sought to improve students' digital skills, literacies, social-emotional skills, and ethical thinking related to digital citizenship. Initial findings suggested the program successfully facilitated participatory learning and supported students' skill development.
Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated ...Jari Laru
This document summarizes an article that studied social patterns in mobile technology-mediated collaboration among members of the professional distance education community. 10 participants from a university learning center used mobile devices for 12 weeks to collaborate online in designing a new master's program. Usage data and interviews were analyzed using social network analysis. The analysis revealed sparse collaboration and structural holes in the offline community. Participants did not have need for mobile collaboration tools in their separate offline practices.
The document summarizes a program called the Barrio Arts, Culture & Communications Academy (BACCA) which provides after school activities for at-risk Latino and African American youth. BACCA aims to engage youth, decrease risk of school dropout, and foster community engagement through culturally tailored activities. It is based on theories of positive youth development and draws on community assets. Evaluation findings suggest youth gained confidence, understanding of community issues, and appreciation for their culture and skills through participation in BACCA. Challenges included recruitment and retention, while strengths included building on community history and inspiring prosocial norms.
An evaluation paper on the effectiveness of Digital StudyHall presented at the 2008 Annual Meeting of the American Educational Research Association.
DSH conducted this study with 4 schools over a year and found marked improvements in both teacher and student performance.
This work package will explore how cultural intermediation connects communities to the creative economy through case studies in Birmingham and Manchester. It aims to understand how intermediation impacts communities and what cultural learning is facilitated. The research will use ethnography including interviews and events to examine how formal cultural intermediation has engaged hard-to-reach communities and supported their involvement in the creative economy. Local community researchers will be trained to help co-create knowledge and benefit from skills development. Planned outputs include academic publications, case studies, engagement guides and events, and online dissemination of lessons learned.
This document discusses how participatory media and technology can help engage youth in civic education and social studies. It presents a map linking social studies topics to 21st century skills like collaboration, communication, and media literacy. The map is meant to bridge the "digital disconnect" between how students live digitally outside of school and limited technology use in social studies classes. The document proposes discussing challenges and opportunities for integrating technology into social studies instruction, as well as a research agenda on how participatory media can support youth civic engagement. It poses questions about the effects of new media on students' understanding of issues and identities.
The collective construction of Knowledge - reportalicevborg
This study investigated how 7th grade students' mathematical understanding of probability developed through their participation in different social configurations within a computer-mediated classroom. The researcher examined how whole-class discussions and local investigations using a computer simulation collectively contributed to the students' probabilistic reasoning. Through two case studies, the researcher found that students' mathematical practices developed both for individual cognitive purposes and social communicative purposes of resolving disputes. The analysis showed how different social configurations built upon each other to shape individual learning and foster a shared understanding of probability within the classroom community.
Mediating systemic change in educational systemsAlfredo Artiles
This document summarizes a study on mediating systemic change in educational systems through socio-cultural methods. Key points:
- The authors used ethnographic research methods like interviews, focus groups, and observations to understand challenges to equity in 3 state educational systems and help facilitate change.
- They worked with school districts to broaden participation in examining equity issues, disrupting typical hierarchies and involving more student/family voices.
- The goal was to build organizational capacity for ongoing reflection and improvement through tools that helped reframe understanding of problems and disrupt traditional views, while focusing on equity.
Designing with Teachers: Participatory Models of Professional DevelopmentErin Brockette Reilly
Edited by Erin Reilly and Ioana Literat, this publication represents the collaboration of a working group composed of “a mixture of researchers, teachers and school administrators from a variety of disciplines, schools, and states,” who wanted to better understand how we might best prepare educators in order to incorporate “participatory learning” models into their classroom practices.
This document discusses using transformative learning theory and self-directed blended learning to develop education for socio-economic sustainability. It proposes a framework with three pillars: student autonomy through self-directed learning, information consumption from formal and informal sources, and formal teacher support through blended learning. The document presents examples of applying this approach to a senior high school course on culture, society and politics in Davao City, Philippines. It identifies potentials and questions for further research on measuring outcomes and promoting transformative learning through self-directed blended design.
Developing a community based learning approach partnership education action ...Peter Day
This document describes the PEARLS (Partnership Education: Action Research & Learning Scenarios) approach used by the Community Media 4 Kenya (CM4K) project. CM4K partners with marginalized communities, universities, and organizations in Kenya to empower local voices and support development through community media. The project began as a student community project and has expanded to include training workshops, video productions, and information centers. The goal of PEARLS is to promote mutual learning between community partners and university students through participatory, experience-based activities for the common good.
This document discusses professional development for teachers in a culture of participatory learning. It introduces a working group that brought together stakeholders to discuss participatory models of professional development. The working group identified four core values of effective participatory professional development programs: participation, exploration, contextualization, and iteration. The document then introduces a collection of case studies that exemplify participatory approaches to professional development from various contexts.
Learning creatively together - educational change report 2016Marjaana Kangas
This document summarizes key aspects of ubiquitous learning and educational change. It discusses how learning occurs everywhere intentionally and unintentionally, both physically and digitally. This development requires schools to update perceptions of learning environments and pedagogy. The document outlines dimensions of ubiquitous learning, including the increasing use of technology and informal learning environments. It also discusses actors involved in educational change, like the relationship between society, schools, and children's worlds. Processes of change are identified, like identification, coordination, reflection and transformation. The document then focuses on new pedagogies for educational change, like boundary crossing pedagogy and participative pedagogy. It emphasizes the teacher's role in interprofessional collaboration and as a leader of co
This article examines the interaction between traditional communication systems and modern mass media in a Nigerian rural setting. It finds that while the modern mass media introduces an impersonal, foreign language-based system, the traditional interpersonal and interactive communication networks still play an important role in transmitting knowledge, beliefs, and socialization. The traditional systems are argued to retain their functions for some time, as a new socio-economic system evolves within the existing village structures. The interaction between the two systems can lead to both complementary outcomes and potential implications for traditional communication.
This document discusses the importance of understanding community dynamics and action in relation to applied social sciences. It explains that to properly engage with a community, one must first seek to understand its context, realities, strengths, challenges, rules, norms, and attitudes by immersing oneself in the community. Gaining this understanding provides benefits like establishing benchmark data, informing project planning and design, facilitating partnership building, and making project implementation less complicated. The dynamics of a community are shaped by its nature, structure, and interactions both internal and external.
This document discusses the rise of participatory culture among youth through their use of new media technologies. It defines participatory culture as having low barriers to artistic expression and civic engagement, strong support for sharing creations, and mentorship between experienced and novice members. The document outlines several forms of participation including affiliations, expressions, collaborative problem-solving, and circulations. It argues that access to participatory culture functions as a new form of education, shaping which youth will succeed. While some argue youth learn skills independently through popular culture, the document raises concerns about unequal access, transparency of media influences, and lack of ethics training. It outlines new literacy skills needed to navigate participatory culture and argues these cultures can empower youth through civic engagement
This summarizes a document about a participatory action research project on professional development for teachers. The project worked with a group of New Hampshire teachers called Early Adopters to integrate new media literacies into the curriculum. It used a distributed expertise model where teachers learned collaboratively as peers rather than relying only on individual expertise. Teachers completed media literacy challenges and shared lessons, gaining skills in areas like appropriation and negotiation. The project showed the value of teachers learning through participatory cultures and helped them apply new skills to their teaching practices.
Not Interested in ICT? A Case Study to Explore How a Meaningful m-Learning Ac...Patricia Santos
(1) Researchers conducted a case study to explore how a meaningful mobile learning (m-learning) activity could foster engagement among older users not initially interested in information and communication technologies (ICT).
(2) They designed a context-aware m-learning activity where participants answered questions about a novel on a route using mobile devices. Participants were involved in co-design workshops to create the questions.
(3) Results showed that the meaningful, collaborative nature of the activity improved participants' views of technology over time and engaged them in learning, despite initial reluctance towards ICT. When mobile devices supported an enjoyable experience, anxiety towards them reduced.
This study assessed the contributions of Community Based Management Organizations in promoting Literacy in UBE schools in Kaduna State. The study was carried out with the objectives to assess the contributions of community based management organizations in promoting literacy in UBE schools in Kaduna State, and to find out the relevance of literacy towards community development. The study adopted survey research design with the target population of 4225 headmasters, 411 principals and 5301 teachers in UBE schools in Kaduna State. A sample size of 497 respondents was sampled from the entire population using random sampling technique which consisted of 211 headmasters, 21 principals and 265 teachers. A close ended questionnaire tagged “Contributions of Community Organizations in Promoting Literacy Questionnaire” was used for data collection. The instrument was validated by three experts of the rank of senior lecturer in Measurement and Evaluation, English language and Curriculum. The reliability level of 0.85 was obtained using Cronbach alpha technique. The researcher with the help of three research assistants administered the questionnaire to the respondents. In answering the research questions, frequency counts, mean and standard deviation were used. while Kruskal-Wallis was used to test the formulated hypotheses at 0.5 level of significance. Finding revealed that community based management organizations contributed in promoting literacy in UBE schools in Kaduna State, and that literacy is relevant and play crucial role in community development. The study concluded that community based management organizations contributed in areas such as advocacy on enrolment, provision of textbooks, notebooks, biros, charts, maps, pictures, flashcards and so on, in promoting literacy in UBE schools in Kaduna State. Recommendations were put forward among others that community based management organizations should contribute more to the production and distribution of literacy and other instructional materials for UBE schools in Kaduna State. This will help equip pupils with functional literacy skills.
This document discusses PRIA's initiatives to promote community-based research and social responsibility in higher educational institutions in India. It outlines six categories of engagement: 1) linking formal learning to local communities, 2) researching with communities, 3) sharing knowledge with communities, 4) designing new curriculum, 5) involving local practitioners as teachers, and 6) building capacities in participatory research. Examples provided include student surveys and internships in communities to understand issues like birth registration and women's empowerment. The document also discusses long-term research partnerships between institutions, communities, and organizations like PRIA on topics like occupational health and governance.
SDI: Co-creativity Approach by the CreativeCulture InitiativeJacey-Lynn Minoi
The document discusses the CreativeCulture Initiative's co-creativity approach to play-based learning in schools in Borneo. The approach aims to introduce game-based learning and use game design processes to promote creativity. Workshops and online resources provide playful elements to teach these concepts. The approach seeks to incorporate local indigenous knowledge and address gaps in cognitive skills needed for 21st century learning while navigating cultural values and curriculum needs. Overall, the co-creativity approach promotes collaboration, problem-solving skills, and positive educational experiences for students, teachers and communities.
1. The document discusses social sciences and applied social sciences. It defines social sciences as the study of society and human behavior, and lists its core disciplines as history, political science, sociology, psychology, economics, geography, demography.
2. Applied social sciences are branches that apply theories from core social science disciplines to understand society and address real-world problems. The document lists counseling, social work, and communication as applied social sciences and discusses their goals of helping people and creating social change.
3. Examples of core disciplines include anthropology, which studies human cultures; and subfields like cultural anthropology, physical anthropology, and archaeology. Other disciplines discussed are history, economics, geography, linguistics
Impact of play based learning on the development.pdfvideosplay360
Play-based learning is a pedagogical approach that emphasises the use of play in promoting multipleareas of children’s development and learning. Free play and guided play are two types of play-basedlearning which guide early learning. The children acquire concepts, skills, and attitudes that lay thefoundation for lifelong learning through play pedagogies.
This document discusses encouraging creativity in students and proposes a community project called the Youth Art Expressions Project (YAEP). YAEP exhibits student artwork in a mall to encourage creative solutions to community problems related to substance abuse and violence. The goals are to engage youth in civic dialogue and action through artistic visualizations of solutions, and link schools, universities, and community groups to support youth development into creative, civic-minded citizens. The project uses the public space of the mall as a forum for social issues and community identity building.
Finished Custom Writing Paper By Essay Writer ServiHannah Baker
Here are the key positive and negative effects of thermoregulation:
Positive effects:
- Maintaining core body temperature within a narrow range allows the body and brain to function optimally.
- Heat acclimatization through training can improve the body's ability to dissipate heat and reduce performance decrements in hot conditions.
Negative effects:
- Excessive heat from high ambient temperatures or strenuous exercise can lead the body to decrease power output and speed to avoid overheating.
- If the body is unable to properly cool itself through sweating or increased blood flow, it can result in heat illness like heat exhaustion or heat stroke.
- In cold conditions, maintaining core temperature requires additional calorie expenditure
UML (Unified Modeling Language) is a standard modeling language used in software engineering. It provides a set of graphic notation techniques to create visual models of object-oriented software systems. UML is used to visualize, specify, construct, and document different aspects of a software system. It helps system designers, developers and stakeholders communicate and understand the key aspects of a software system such as functions, data and architecture. UML models can be created at different stages of the software development life cycle from requirements specification to design and implementation.
[/SUMMARY]
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This document discusses how participatory media and technology can help engage youth in civic education and social studies. It presents a map linking social studies topics to 21st century skills like collaboration, communication, and media literacy. The map is meant to bridge the "digital disconnect" between how students live digitally outside of school and limited technology use in social studies classes. The document proposes discussing challenges and opportunities for integrating technology into social studies instruction, as well as a research agenda on how participatory media can support youth civic engagement. It poses questions about the effects of new media on students' understanding of issues and identities.
The collective construction of Knowledge - reportalicevborg
This study investigated how 7th grade students' mathematical understanding of probability developed through their participation in different social configurations within a computer-mediated classroom. The researcher examined how whole-class discussions and local investigations using a computer simulation collectively contributed to the students' probabilistic reasoning. Through two case studies, the researcher found that students' mathematical practices developed both for individual cognitive purposes and social communicative purposes of resolving disputes. The analysis showed how different social configurations built upon each other to shape individual learning and foster a shared understanding of probability within the classroom community.
Mediating systemic change in educational systemsAlfredo Artiles
This document summarizes a study on mediating systemic change in educational systems through socio-cultural methods. Key points:
- The authors used ethnographic research methods like interviews, focus groups, and observations to understand challenges to equity in 3 state educational systems and help facilitate change.
- They worked with school districts to broaden participation in examining equity issues, disrupting typical hierarchies and involving more student/family voices.
- The goal was to build organizational capacity for ongoing reflection and improvement through tools that helped reframe understanding of problems and disrupt traditional views, while focusing on equity.
Designing with Teachers: Participatory Models of Professional DevelopmentErin Brockette Reilly
Edited by Erin Reilly and Ioana Literat, this publication represents the collaboration of a working group composed of “a mixture of researchers, teachers and school administrators from a variety of disciplines, schools, and states,” who wanted to better understand how we might best prepare educators in order to incorporate “participatory learning” models into their classroom practices.
This document discusses using transformative learning theory and self-directed blended learning to develop education for socio-economic sustainability. It proposes a framework with three pillars: student autonomy through self-directed learning, information consumption from formal and informal sources, and formal teacher support through blended learning. The document presents examples of applying this approach to a senior high school course on culture, society and politics in Davao City, Philippines. It identifies potentials and questions for further research on measuring outcomes and promoting transformative learning through self-directed blended design.
Developing a community based learning approach partnership education action ...Peter Day
This document describes the PEARLS (Partnership Education: Action Research & Learning Scenarios) approach used by the Community Media 4 Kenya (CM4K) project. CM4K partners with marginalized communities, universities, and organizations in Kenya to empower local voices and support development through community media. The project began as a student community project and has expanded to include training workshops, video productions, and information centers. The goal of PEARLS is to promote mutual learning between community partners and university students through participatory, experience-based activities for the common good.
This document discusses professional development for teachers in a culture of participatory learning. It introduces a working group that brought together stakeholders to discuss participatory models of professional development. The working group identified four core values of effective participatory professional development programs: participation, exploration, contextualization, and iteration. The document then introduces a collection of case studies that exemplify participatory approaches to professional development from various contexts.
Learning creatively together - educational change report 2016Marjaana Kangas
This document summarizes key aspects of ubiquitous learning and educational change. It discusses how learning occurs everywhere intentionally and unintentionally, both physically and digitally. This development requires schools to update perceptions of learning environments and pedagogy. The document outlines dimensions of ubiquitous learning, including the increasing use of technology and informal learning environments. It also discusses actors involved in educational change, like the relationship between society, schools, and children's worlds. Processes of change are identified, like identification, coordination, reflection and transformation. The document then focuses on new pedagogies for educational change, like boundary crossing pedagogy and participative pedagogy. It emphasizes the teacher's role in interprofessional collaboration and as a leader of co
This article examines the interaction between traditional communication systems and modern mass media in a Nigerian rural setting. It finds that while the modern mass media introduces an impersonal, foreign language-based system, the traditional interpersonal and interactive communication networks still play an important role in transmitting knowledge, beliefs, and socialization. The traditional systems are argued to retain their functions for some time, as a new socio-economic system evolves within the existing village structures. The interaction between the two systems can lead to both complementary outcomes and potential implications for traditional communication.
This document discusses the importance of understanding community dynamics and action in relation to applied social sciences. It explains that to properly engage with a community, one must first seek to understand its context, realities, strengths, challenges, rules, norms, and attitudes by immersing oneself in the community. Gaining this understanding provides benefits like establishing benchmark data, informing project planning and design, facilitating partnership building, and making project implementation less complicated. The dynamics of a community are shaped by its nature, structure, and interactions both internal and external.
This document discusses the rise of participatory culture among youth through their use of new media technologies. It defines participatory culture as having low barriers to artistic expression and civic engagement, strong support for sharing creations, and mentorship between experienced and novice members. The document outlines several forms of participation including affiliations, expressions, collaborative problem-solving, and circulations. It argues that access to participatory culture functions as a new form of education, shaping which youth will succeed. While some argue youth learn skills independently through popular culture, the document raises concerns about unequal access, transparency of media influences, and lack of ethics training. It outlines new literacy skills needed to navigate participatory culture and argues these cultures can empower youth through civic engagement
This summarizes a document about a participatory action research project on professional development for teachers. The project worked with a group of New Hampshire teachers called Early Adopters to integrate new media literacies into the curriculum. It used a distributed expertise model where teachers learned collaboratively as peers rather than relying only on individual expertise. Teachers completed media literacy challenges and shared lessons, gaining skills in areas like appropriation and negotiation. The project showed the value of teachers learning through participatory cultures and helped them apply new skills to their teaching practices.
Not Interested in ICT? A Case Study to Explore How a Meaningful m-Learning Ac...Patricia Santos
(1) Researchers conducted a case study to explore how a meaningful mobile learning (m-learning) activity could foster engagement among older users not initially interested in information and communication technologies (ICT).
(2) They designed a context-aware m-learning activity where participants answered questions about a novel on a route using mobile devices. Participants were involved in co-design workshops to create the questions.
(3) Results showed that the meaningful, collaborative nature of the activity improved participants' views of technology over time and engaged them in learning, despite initial reluctance towards ICT. When mobile devices supported an enjoyable experience, anxiety towards them reduced.
This study assessed the contributions of Community Based Management Organizations in promoting Literacy in UBE schools in Kaduna State. The study was carried out with the objectives to assess the contributions of community based management organizations in promoting literacy in UBE schools in Kaduna State, and to find out the relevance of literacy towards community development. The study adopted survey research design with the target population of 4225 headmasters, 411 principals and 5301 teachers in UBE schools in Kaduna State. A sample size of 497 respondents was sampled from the entire population using random sampling technique which consisted of 211 headmasters, 21 principals and 265 teachers. A close ended questionnaire tagged “Contributions of Community Organizations in Promoting Literacy Questionnaire” was used for data collection. The instrument was validated by three experts of the rank of senior lecturer in Measurement and Evaluation, English language and Curriculum. The reliability level of 0.85 was obtained using Cronbach alpha technique. The researcher with the help of three research assistants administered the questionnaire to the respondents. In answering the research questions, frequency counts, mean and standard deviation were used. while Kruskal-Wallis was used to test the formulated hypotheses at 0.5 level of significance. Finding revealed that community based management organizations contributed in promoting literacy in UBE schools in Kaduna State, and that literacy is relevant and play crucial role in community development. The study concluded that community based management organizations contributed in areas such as advocacy on enrolment, provision of textbooks, notebooks, biros, charts, maps, pictures, flashcards and so on, in promoting literacy in UBE schools in Kaduna State. Recommendations were put forward among others that community based management organizations should contribute more to the production and distribution of literacy and other instructional materials for UBE schools in Kaduna State. This will help equip pupils with functional literacy skills.
This document discusses PRIA's initiatives to promote community-based research and social responsibility in higher educational institutions in India. It outlines six categories of engagement: 1) linking formal learning to local communities, 2) researching with communities, 3) sharing knowledge with communities, 4) designing new curriculum, 5) involving local practitioners as teachers, and 6) building capacities in participatory research. Examples provided include student surveys and internships in communities to understand issues like birth registration and women's empowerment. The document also discusses long-term research partnerships between institutions, communities, and organizations like PRIA on topics like occupational health and governance.
SDI: Co-creativity Approach by the CreativeCulture InitiativeJacey-Lynn Minoi
The document discusses the CreativeCulture Initiative's co-creativity approach to play-based learning in schools in Borneo. The approach aims to introduce game-based learning and use game design processes to promote creativity. Workshops and online resources provide playful elements to teach these concepts. The approach seeks to incorporate local indigenous knowledge and address gaps in cognitive skills needed for 21st century learning while navigating cultural values and curriculum needs. Overall, the co-creativity approach promotes collaboration, problem-solving skills, and positive educational experiences for students, teachers and communities.
1. The document discusses social sciences and applied social sciences. It defines social sciences as the study of society and human behavior, and lists its core disciplines as history, political science, sociology, psychology, economics, geography, demography.
2. Applied social sciences are branches that apply theories from core social science disciplines to understand society and address real-world problems. The document lists counseling, social work, and communication as applied social sciences and discusses their goals of helping people and creating social change.
3. Examples of core disciplines include anthropology, which studies human cultures; and subfields like cultural anthropology, physical anthropology, and archaeology. Other disciplines discussed are history, economics, geography, linguistics
Impact of play based learning on the development.pdfvideosplay360
Play-based learning is a pedagogical approach that emphasises the use of play in promoting multipleareas of children’s development and learning. Free play and guided play are two types of play-basedlearning which guide early learning. The children acquire concepts, skills, and attitudes that lay thefoundation for lifelong learning through play pedagogies.
This document discusses encouraging creativity in students and proposes a community project called the Youth Art Expressions Project (YAEP). YAEP exhibits student artwork in a mall to encourage creative solutions to community problems related to substance abuse and violence. The goals are to engage youth in civic dialogue and action through artistic visualizations of solutions, and link schools, universities, and community groups to support youth development into creative, civic-minded citizens. The project uses the public space of the mall as a forum for social issues and community identity building.
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Finished Custom Writing Paper By Essay Writer ServiHannah Baker
Here are the key positive and negative effects of thermoregulation:
Positive effects:
- Maintaining core body temperature within a narrow range allows the body and brain to function optimally.
- Heat acclimatization through training can improve the body's ability to dissipate heat and reduce performance decrements in hot conditions.
Negative effects:
- Excessive heat from high ambient temperatures or strenuous exercise can lead the body to decrease power output and speed to avoid overheating.
- If the body is unable to properly cool itself through sweating or increased blood flow, it can result in heat illness like heat exhaustion or heat stroke.
- In cold conditions, maintaining core temperature requires additional calorie expenditure
UML (Unified Modeling Language) is a standard modeling language used in software engineering. It provides a set of graphic notation techniques to create visual models of object-oriented software systems. UML is used to visualize, specify, construct, and document different aspects of a software system. It helps system designers, developers and stakeholders communicate and understand the key aspects of a software system such as functions, data and architecture. UML models can be created at different stages of the software development life cycle from requirements specification to design and implementation.
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This document provides a musical analysis of Chopin's Prelude in Db Major, Op. 28, No. 15. It discusses that the piece is from the Romantic period and was composed for solo piano. The prelude follows a ternary form (A-B-A/Coda) and is primarily in the key of Db major, modulating to the enharmonic equivalent of C# minor for the B section. The left hand accompaniment in section A is based on the tonic and dominant chords of Db and Ab, while the B section features the dominant G# as a repeated figure.
This document discusses how consumer perceptions of financial risk in online shopping have impacted security measures on the website eBay. It begins with an introduction addressed to the lecturer, providing the date and subject of the report. The body of the report then explains how eBay has implemented additional security features to address consumer concerns about risk, making the transaction process safer. It concludes by stating this has helped increase consumer confidence and online sales.
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Here are the key factors that affect which liquid works best for watering plants:
- Water content - Plants need water to carry out photosynthesis and grow. Water is the best option as it provides the necessary hydration without additional substances.
- Nutrient content - While some liquids like milk provide extra nutrients, too many can burn or damage plants. Water has the right balance of containing no extra nutrients to harm plants.
- Acidity - Highly acidic liquids like vinegar can lower the soil's pH and damage roots. Water is neutral.
- Sugar/calorie content - Drinks with added sugar lack the nutrients of water and can feed mold or attract pests if spilled on soil.
- Chemicals
The document provides instructions for creating an account on HelpWriting.net to request essay writing help. It outlines a 5-step process: 1) Create an account with email and password. 2) Complete a form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied. It emphasizes the site's commitment to original, high-quality work and full refunds for plagiarism.
The document discusses how to create an account and place an order on the HelpWriting.net website to request that a writer complete an assignment. It explains the multi-step process of registering with the site, providing assignment details and a sample of one's work, reviewing bids from writers, selecting a writer, making a deposit, and then reviewing and authorizing payment for the completed work. The document also notes that the site offers free revisions and guarantees original, high-quality content or a full refund.
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The document discusses the steps to request a paper writing service from HelpWriting.net, including creating an account, providing a request with instructions and sources, reviewing writer bids and choosing one, revising the paper as needed, and being ensured of original and high-quality content with the option of a refund if plagiarized. The process aims to match requests with qualified writers and allow customers to receive customized assistance with their assignments.
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The passage discusses the debate around nationalizing healthcare in the United States. It argues that national healthcare is necessary because it saves lives, decreases costs, and increases access to care. While some oppose national healthcare on grounds of individual liberty and cost, the passage counters that everyone must contribute to offset costs for disadvantaged groups, and ensuring access to healthcare falls under the government's power to regulate interstate commerce. Most other developed nations recognize healthcare as a basic human right.
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1. The document outlines 7 steps for writing a professional academic paper through the HelpWriting.net service, including creating an account, completing an order form, reviewing writer bids and choosing a writer, revising the paper as needed, and requesting revisions until satisfied.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Empathy Define Ideate Prototype Test
Role-play
Identifying
problems and
issues and
making
prioritisations
Problem
Management
Use game
strategies and
mechanics
Thinking of
possible
solutions
using game
mechanics
Creating
prototypes
based on
gamified
solution
Testing for
congruence
Figure 1: Game design thinking approach with play-based and game inspirations
Exercising empathy means listening without any judgemental feeling to how others explain their problems. We
added in the element of role-playing to engage, inform and build understanding, build relationship and
teamwork and break the ice. Once the thoughts of the problems have been collected, the team defines the
problems by thinking about the insights of the problems and issues and prioritising the problems. The problem
management phase uses game strategies and mechanics to achieve a common goal (e.g. in-game on how to
win or how to survive). Next step is to ideate the possible solutions by selecting some strategies and the
mechanics of games. From one insight and choosing from the many possible solutions, prototyping the
solution (as games) commences with the same team to create a tangible output. Finally, the output is tested
and shared with others in the community.
2.2 The indigenous community and their Cultural Protocols
T -to- ng for community engagement with primary
schools at Telok Melano and Long Lamai in Borneo Malaysia. These two rural schools are selected for their
distinct differences, geographically and culturally. From the onset, the research team recognised that as part
of the protocol, the need to communicate with the village dwellers the intentions of the study first, before
pursuing the project location, which was the local school. The two communities are:
Telok Melano is a traditional fishing village separated from the mainland of Sarawak by dense
wildlife reserved forest and can be reached by boats over the South China Sea or at least eight-hour
hike in the forest. The majority of Telok Melano residents are ethnic Malay. Since the Kalimantan
Indonesia border is T M
the Indonesian side, and several villagers also live across the border. The Telok Melano community
is dependent on small scale fishing and farming for its livelihood. Only recently in late 2018, Telok
Melano is connected by road to major towns in the state of Sarawak.
Long Lamai is situated on the highlands, surrounded by dense rainforest, which is only accessible via
a motorised canoe (or longboat) upriver or a few hours hike up a hill from the nearest village with a
remote airfield. The Penan are the nomadic indigenous people settled in Long Lamai village, who
survive by a rich culture of hunting and gathering. Long Lamai village was one of the earlier
settlements, and due to its isolation geographically, the community of Long Lamai has established
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Indigenous
Community
Knowledge
Knowledge within
National
Curriculum
presented in local
schools
Co-Creation Learning
Play
Figure 2: Co-creation in game design thinking for learning in indigenous communities in Sarawak
The idea of co-creation in game design thinking is the process of selecting ideas from the participants, in this
case, they are the students and teachers, and then implementing the idea by building a prototype and testing
the prototype. We also include the exploration of the creative practices, i.e. in problem-solving, and
cooperative learning mechanisms, such as building trust within a group in the co-creation process.
Interestingly, in this study, we found that combining creativity, thinking and collaboration in co-creation have
always been a challenge; however, in game design thinking, these processes flowed coherently. Figure 3
-to- for schools. In the empathising stage, researchers are
to identify schools and its community; conduct needs analysis, understand their custom, culture and protocols,
share aims and purposes of the project, and get consents from the schools and community to conduct the
project. A play day activity is conducted to gain access to the schools and also to identify champions.
Understanding the students and teachers is vital before the define stage. Activities and specific actions are
-to- as a team with the schools, and the students and
teachers could learn from the researchers to further understand the shared purpose of the project. In the play
day activities, we mixed the different core mechanics and strategies of local, commercial and traditional games
into their learning. It is also known as the co-creation process. In the ideate stage, we then get the teachers
and students to create and explore the remixed game-based learning content and the hybrid toolbox.
Prototypes are developed for final showcase or re-remixed for further improvisation.
The model illustrates the stages to approach community onboarding. Typically in design thinking, engagement
D H t with the
community and school continues to flourish even after the thinking cycle is completed. The iteration of co-
creativity is developed through a series of planned interventions with the teachers and the communities.
2.4 How to Create Community Engagemen -to-
We created several toolkits for engagement sessions with teachers and members of the community, to
T
From the onset, we maintained the same common language to talk and discuss elements of co-creativity. For
example, we listed the types of games commonly played, and we brainstormed with teachers and local
community members on the mechanics and strategies of the games. The narrative in these sessions and the
co-creativity element to be understood, developed and deployed in the schools. A collection of remixed games
are compiled online for future use and reference (further details in Playbox1). In general, games can be used
for multiple purposes, especially for breaking the ice between people and energise bored participants.
1
Playbox contains the collected remixed game for learning and remixed games can be found in http://playbox.mycapsule.my
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3. Evaluation methods
3.1 Indicators of the C E -to- M
Community engagement in schools consists of both behavioural and emotional engagement dimensions.
Behaviour engagement is defined as observable behavioural characteristics based on the effort dedicated to
an activity or learning and the level of achievements. Emotional engagement can be captured based on their
cultural values, interest and enthusiasm. Behavioural factor (also known as participation) is an active attitude
towards learning activities. Emotional factor (co-creation) is the involvements of students and teachers, and
the sense of belonging to the learning community. Here, participants will invest their thoughts, mental efforts
and learning strategies to achieve learning tasks by solving problems, collaborating and cooperating. These
behavioural factors and emotional factors make the participatory co-creation model. In this model, we employ
-to-
The indicators -to- through narratives captured and formulated during community
engagement are presented in Table 1.
Table 1: The Developed Indicators for Community Engagement in Indigenous Communities and Their Schools
Indicators Description
Culture Able to work with people of different ethnicity and race, religious belief
Able to work with people of different levels and professional groups
Able to work with people of diferent age
Understand their cultural values and belief
Cultural and tradition continuity
Utilising local wisdom and knowledge
Learning Combine ideas, game mechanics to practical problems or new
situations
Connect ideas
Analyse and connect ideas and games to problems and solutions
Participation Interact with people
Frequently interacting with other team members
Build confidence in the group
Expression of opinions
Community activity management
Collaboration Work together for a common purpose to solve problems
Produce solutions
Cooperation Request help
Work together to solve problems
Understand someone else’s views, ideas
Questioning Correspond to questions
Ask relevant questions
Fun Enjoyment
Informal experience of enjoyment of pleasure
Play activity
Creativity
Organisation and social
environment
Encourage the team to participates and be involved socially
Connect with all team members
Motivated
Social relationship and relationship with researchers
Community leadership
Organisation of the community
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4.2 Indicators of Engagement in Schools
We conducted engagement with the two rural schools to present the CreativeCulture project. We have applied
participatory co-creation. In the beginning, we showcased some of the games that were remixed, created and
developed by the Computer-Supported Collaborative Learning (CSCL) students from the previous activities for
the teachers and students to play (details of the remixed games can be found in Mohamad et al. (2018)). The
next session on different days, -to-engage' approach with the teachers and students.
The teachers also shared and discussed their concerns and interest, and these indicators correspond to the
developed indicators. Each of the indicator will be further described and the findings from the engagement
activites are exemplified in Table 2.
Table 2: Indicators and Findings from the Participatory Co-creation Engagement
Indicators Findings
Culture I have friends of different ethnicity and religious belief.
I know my belief and my culture.
I would utilise the knowledge I learnt from my family and use it in school.
I want to be like my father, to be a fisherman.
The headmaster is also involved in the activities with the teachers and students.
I am able to express my concerns, issues and problems.
The learning aspects have included cultural traits from the community.
Give exposure to these rural students.
Learning I try to approach the activity with a new perspective.
I am motived to learn when there is game.
I am share my ideas without being judged.
When I grow up, I want to be …
I learn to make my own games.
Playing games to learn is easy.
I could relate what I have learnt in school.
Can I use games for teaching?
I improve my teaching?
I use a new approach to teach.
I enjoy using games to learn because I want to be smart.
Participation I will try answer the questions other students ask.
I am more confident to speak.
I am more daring to act.
I can speak up.
I observed that the students have gained confidence in learning.
Collaboration I try to work together with other students to solve a problem.
I try to find ways to win the game.
I work together with other students to win the game.
It is easy to approach to the teachers to solve problems.
Cooperation I could improve my communication skills.
I learn to listen.
I would ask for help.
Questioning I ask question when I do not understand.
I learn to ask questions.
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approach helped ease partnership brokering between the researchers and community members, as well as the
introduction of the project to the community.
In summary, the presented novel indicators f -to- the
qualitative results were presented. The potential venues for future works will be utilising content analysis to
explore the indicators used in this method, and to measure the correlation of the indicators.
Acknowledgements
The study was funded by the Newton-Ungku Omar Fund (ref no. GL/F07/NOUF/02/2017)and Arts and
Humanities Research Council UK(ref no. EP/P017037/1). The study would not have been possible without the
commitment and collaboration between members of local communities, teachers and students from SK Long
Lamei and SK Telok Melano, and Learning Sciences postgraduates. The study was also supported by the
management and research teams at the Institute of Social Informatics and Technology Innovation, UNIMAS.
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approach and the research methodology in Section 3. Section 4 will discuss the findings from the experimental
module developed under the GameChangers programme and the article is concluded in section 5.
2. Background
While the formal context of a classroom is considered to be a primary location of learning, a majority of
student learning activity takes place outside the classroom, where social interaction is a growing part of
learning. With this perspective, pedagogy is also shifting, emphasising on active, creative and collaborative
learning. Relying more on hands- -world work and social
environments that foster organic interactions and cross-disciplinary problem- NMC H ‘
2018 page 4).
To support the shift in pedagogy, there is value in exploiting a design process as a non-linear, iterative and
incremental process, which is generative and creative, allowing us to take a complex problem, understand
what the problem is and develop possible solutions. Design thinking (Plattner, 2011) as an approach has
man needs and creating new solutions using the tools
K K 24-25).
Design thinking is a way to structure an iterative design process, and demonstrates how it is possible to frame
a problem so that it is understandable and easy to confront. It uses the idea of creating a product, with an
explicit process of brainstorming, finding out the needs of the audience, design, development, testing, sharing,
and more. Such a creative and hands-on process can help students and educators break out of the typical
classroom model and showcase what learners can achieve. It is a place for students to use different problem-
solving styles, to add their own flair to assignments, and to think about the impact they could have on the
world.
Capitalising on core motivational drivers, such as autonomy, relatedness, purpose and competence (Ryan &
Deci, 2017), the holistic approach of solving problems by using the design thinking approach could motivating
learners to engage with the creative and co-creative process through self-discovery (Reiss, 2002). Learners will
be able to discover different solutions in a creative way, which can open up new opportunities for them to
engage with meaningful learning experiences that can translate into more sustainable practices in the real
world. Purpose can be seen as our need for there to be meaning to our actions. Autonomy refers to self-
organising and regulation of toward inner coherence and
(Deci & Ryan, 2000; p. 252). ‘
connected to others, to caring for and being cared for by those others, to having a sense of belongingness both
with other individuals (Deci & Ryan, 2004; p. 7). Competence in this case refers to
seeking the pleasure of being effective in what they engage themselves into. The need for competence would
lead individuals ir capacities and to persistently attempt to
maintain and enhance those skills a D ‘ .
Education and industry have only very recently started tapping into such huge wells of creativity and
cooperation expressed by the diverse manifestations of informal learning spaces which are built around
cooperation and design thinking. A key factor in this shift toward a more democratic appropriation of design
and computation is the potential for cooperative, community based learning of FabLabs, Hackerspaces and
M E C G A D al Social Innovation
Ecosystem f E (EU Comission, 2015a), can become hotbeds of innovation. The report goes on
suggesting how cities and governments could further increase the potential for digital and social innovation by
investing in some of the spaces and developer communities from where innovation often emerges, such as
makerspaces, FabLabs and hackerspaces.
There are also a massive number and growing cultural relevance G J M
others; studies carried out by Fowler et al. (2013) about the opportunities game jams offer for rethinking
teaching and learning and Locke et al. (2015) for the M
being only one of the examples, where almost seven thousand games developed in 48 hours during the 2016
edition of the Global Game Jam, or the 15 Jams organised by the JamToday network to promote healthier
lifestyles.
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M3 Enabling technologies and solution selection (How can we do it?) - exploring options in enabling
tools and technologies, test the tools and consolidate ideas in an iterative way to select the best
solution to develop in the programme. (Enthuse stage)
M4 Mock-ups and Prototyping (How can we make it work?) - developing ideas into working
products and mock-ups. (Enthuse stage)
M5 Testing and reflection (Where do we go now?)- testing the prototypes, iterating on the design
and reflecting on the learning process and the potential of the outcomes for further development.
(Mastery Stage)
Figure 1: G C Game Design Thinking approach
A formal undergraduate module on game design thinking (Level 2, 100 study hours, 10 CATS points) has been
developed as a research instrument, part of the GameChangers programme and supported by the Higher
Education Funding Council for England (HEFCE). This module, which is formally called Playful Design Thinking
guides students to apply a playful approach to design thinking inspired by a game design process, which
involves solving real world problems with practical, fun and engaging solutions for example, building a
reward/feedback-based game into the act of recycling to encourage sustainable behaviours, redesigning
football that could harness energy from rotation, using posters to collect responses on humorous quizzes
across the city to encourage the general public to place their chewing gums on the poster instead of throwing
them on the floor, etc.
Students reflect on and apply playful design thinking mind-sets, skills and processes to problem-solving and
creative thinking for the 21st Century workplace. At the end of the module, students come up with their own
playful solutions (e.g. digital or non-digital game-based products) to the selected problems/opportunities and
reflect on the design process. Students complete a presentation and submit the reflection on their experiences
of the playful design process and the solution they have designed. The design thinking process as illustrated in
figure 1 was spread across the 10 weeks, with a focus on M4 and M5 from week 8 to week 10.
One hundred and Twenty Two (n=122) participants at Undergraduate level 2, have been involved in the Playful
Design Thinking module that has so far run over the course of four academic terms consisting of four cohorts
(with roughly 30 students each to a cohort Cohorts 1A, 1B, 2A and 2B). These modules ran between
September 2017 to April 2019 and took place for 2 hours every Tuesday evening for a maximum of 10 weeks.
Being an elective module offered as an open option to s U
participants were found to be from different disciplinary backgrounds, such as Engineering, Computing, Arts
and Humanities, Business and Law, and the Health and Life Sciences. In each cohort, there was a good mix of
different disciplines. Participants were tasked to work in teams and produce a digital and/or non-digital
17. Sylvester Arnab, Samantha Clarke and Luca Morini
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Figure 4: Tappo Concept - To increase activity levels at University for Staff and Students
Figure 5: Heights - Concept to encourage Staff and Students at University to walk up and down the stairs.
The interdisciplinary aspect of the module is particularly relevant, in that it made it both harder and much
more interesting for people to generate ideas and prototypes across disciplines. An emphasis on co-creation in
the course, that is on the necessity of working together across sectors and with intended users, was therefore
at the core of the activities, of the theoretical contents and of the ethos. Students were encouraged to come
together in groups to select a relevant issue (e.g. sustainability, health, inclusion), ideate a basic solution,
19. Sylvester Arnab, Samantha Clarke and Luca Morini
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boundaries in how they conceptualised fun and play in the world. Through the playful design thinking process,
the students discovered that fun can have serious and positive consequences and were challenged to innovate
on how we deal with real world problems through a playful approach. The students acknowledged through
their feedback that getting inspirations from playful activities helped the learning to be more engaging and
contextualised.
I W Cohort 1A Student E
An interesting element that was found from the feedback, was that students felt that this module was where
they had experienc
rare for them to feel this way. This has led to deeper questioning about why they had not experienced at
other points in their learning at University and if so, then why not? Following on from this, another student
recognised that;
I Cohort 1B Student A
The student connects the idea that memory of ideas can come from play, and that play has been a key
element to help retention of new knowledge. This allows us to summarise that the importance of play is not
just theorised on as a part of the process of design thinking as a concept, but is utilised as a practical element
of the learning about design thinking itself. The module was designed to be experimental in its approach,
putting play at the forefront of the approach and delivery of the module which has been shown through
student feedback across the four cohorts to have been a popular engagement tactic.
I reative and a good change from my modules. Something to look forward to Cohort 2B
Student D
4.3 Empathy
One of the most frequently commented on aspects of the module across all four cohorts was the use of
E ign process. Using play and games as inspirations for achieving social innovation was
fundamental in allowing students to engage with real challenges/topics and the needs of their target audience.
This was reflected upon and designed into the modules core learning activities. Students were first exposed to
existing examples of how social innovation can change behaviour/ impact knowledge & awareness in a more
intrinsic way, so that they could identify how play and games could be used at the heart of the design process.
The students were shown through play and games on how we can exploit this to foster intrinsic motivation in
intended stakeholders for developing positive and intended outcomes. The process allowed them to discover
everything that they do.
“ that
they gained directly from the module and was a skill that they could use and apply elsewhere.
f it will be another useful skill to have in not only the line of work I want to
Cohort 2B Student B
- Cohort 2B Student C
Some students also linked and identified these skills as ones that had not been practised or gained from their
main course work.
what I
Cohort 1A Student C
As the study did not track the individual background disciplines that the students came from in regards to
feedback, it is difficult to say from which area this was felt to be missed. Although one student indicated that
, mean
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the correct support to feel confident in approaching, and working with stakeholder user groups in the
4.4 Purpose and meaning
Students recognised in their feedback that fun empathising with the target
audience can play an important role in creating meaningful outcomes. Through the creation of playful
activities, the students recognised opportunities to carefully develop experiences that stakeholders could
engage with. Most importantly what has come through the feedback across the four cohorts, is that the
students recognise that they need to consider purpose and meaning in their creations and designs moving
forward for their future careers and endeavours.
I
experience rather Cohort 1B Student F
I
Cohort 2A Student E
thical, or change a real-world issue to be
Cohort 1A Student B
Cohort 2B Student C
It is this realisation from the students that we believe the module has provided a successful example of how
teaching playful design thinking can lead to a deeper understanding of meaningful design taught at University
Undergraduate level.
4.5 The Creative Process and Games as an Art Form
Throughout the module, students are actively taken through the creative process of formulating new ideas
and concepts, and are actively encouraged to play around and push boundaries of what they know and
believe. Creativity is a top desirable skill in prospective employees, and is a relative skill that can be applied to
any discipline. Some students reflections indicated that they saw the benefit of experimenting with creativity
as a way to develop new ideas, but also that they saw how their ideas connected to multiple pathways in the
learning process. This understanding was another core area that the module wanted to foster, in helping
students to understand that multi-disciplinary thinking and working, would equip them well for future roles in
the workplace.
-set can be just as valuable in a Cohort 1B Student A
O
I
intertwine Cohort 2B Student E
I I
of multiple ideas with vast possibilities to achieve the best d Cohort 2B Student C
Through the playful design thinking process, students are allowed to discover that the value of understanding
and applying a creative process, is also connected to the understanding that not all ideas are right the first
time around. It is in the mistakes and iteration process in which they are allowed to learn from unsuccessful
design considerations T and used as part of the learning process, in which
students were encouraged that it just meant they
needed to try another way of thinking about their design choices. This was used as a positive experience, with
Cohort 1A
Student F
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Part of the practical design of the module was that it was built to simulate that of a real working environment.
By allowing students to take control of their learning through actively allowing them to plan and manage their
own team, students could develop these skills of compromise and negotiation so that they could find a
balance of when to put forward their ideas and when to allow others to do the same.
P
playful activities into the early weeks of the module that encouraged students
in front of their cohort, but in a safe and structured way through play. Additionally each week, the module
tutors would re-emphasise the underlying mantra of the course in that it was a safe space for ideas and that
no ideas were wrong. Students were also encouraged not to be discouraging of their peers but to instead
“
feedback found that there was a positive effect on the students learning process in terms of confidence to
I group pushed
- Cohort 2A Student D
T
supported the ideas of one another. If there was controversy within the group, it was approached
- Cohort 2A Student E
T - Cohort 1B Student G
This is an element of the playful design thinking module that the authors feel is vital to ensuring future
success, in that students feel comfortable in partaking in, and contributing to lesson discussions and new ideas
development. By tapping into the use of games and playful activities as part of the process to break down
barriers between participants, students ultimately feel more open and comfortable in sharing their stories and
ideas with each other.
One aspect of team working should be mentioned here as a caution however, in that disengaged or frequently
absent students can cause a difficult working situation for the others members in their team, as reported
below in one students reflections.
I found these lessons more difficult as we were reduced to 3 people when most of the group were
absent, including the project manager. However, I gained personal motivation from this, as it gave me
I
comfortable with leading a large group towards a common goal as the previous 3 lessons made me see
how taking that risk can benefit myself as well as the team. - Cohort 2A Student D
However, in this scenario it is better to encourage the students that are present, that they control the
direction of the project whilst others are not available. Tutors also made it clear in these cases, that students
would not be penalised for lack of effort shown by team members which went some way to helping dispel
fears connected to assessment.
4.7 Playful Design Thinking as an Approach
As part of the students reflective activities, the tutors asked students from across the four cohorts to
summarise what they believed they had gained from participating on the playful design thinking module. The
feedback that was given across all active students enrolled on the four cohorts, produced a series of responses
that all contained positive reflections of their experience and skill gain as a direct result of the module. No
negative responses were received in relation to this feedback. Below is a selection of some of the feedback
received in response to this task.
I I
module I think it is a very reliable model to generate ideas from a different point of view primarily from
empathizing with the users beforehand to gain knowledge into what might not be the best solution but
- Cohort 2B Student C
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ind-set and practices long
term, which will impact how they engage with their studies, the community and the world of works.
Teaching is also a research tool in this case (Ainsley, 2014). The experimental module that has been used as
our research instrument has been maintained as one of the formal elective modules beyond Cohort 1A. The
following iterations (1B, 2A and 2B) informed by the findings from Cohort 1A has led to the module to provide
that the assessment was further clarified in the beginning. The outcomes synthesised from all four cohorts in
HE d will have
value beyond their formal educational endevours.
As part of the overall GameChangers initiative, the content of the module has also been adapted into an open
OE‘ http://gamify.org.uk) and associated to
the various workshop templates and toolkits. The initiative has also now been adapted in Malaysia through the
Newton Funded CreativeCulture project (http://mycapsule.my), where teachers and students are developing
their own playful educational resources and implementing them in rural schools in Borneo. This demonstrates
the value and impact of playful design thinking, which should be included in education for promoting creative
and empathetic problem solving.
Acknowledgements
This work has been supported by the Higher Education Funding Council for England (HEFCE), the Newton Fund
(AHRC) and the Disruptive Media Learning Lab.
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such as Scratch, but also led to the creation of basic arcade-style games, indie-style games or even pattern-
based games, in which the participant can customize an existing game pattern (Richard & Kafai, 2015; Woods,
2015). Secondly, in research and media studies, there has been a tendency to consider the participant as a
creative agent within a shared collective creation process, rather than as an end-user who will be engaged as
an interactive consumer of a professionally-developed product.
3. Malaysian game design workshop
As part of the CreativeCulture project (http://mycapsule.my), a four-day workshop was held at the Learning
Sciences Studio, situated at the Faculty of Cognitive Sciences and Human Development UNIMAS, Malaysia.
Eighteen Masters students (n=9 were trained teachers) in Learning Sciences, were enrolled in a course on
Computer-Supported Collaborative Learning (CSCL) and were engaged in a Design Thinking workshop within
their CSCL course. The workshop aimed to provide an opportunity to co-create game-based learning resources
in the fields of English as Foreign Language (EFL) and Sciences Technology Engineering and Mathematics
(STEM). None of the Masters' students has used a gamification approach in learning. Playful-and-gameful
approaches to education inspire the Design Thinking workshop. The main contents of the workshop have been
developed by the GameChangers initiative (Arnab et al. 2017) and were adapted to the Learning Sciences field.
In the adaptation process, the focus was placed on the process of learning, and strategies to determine how
gamification elements can be integrated into learning.
The Design Thinking workshop M
knowledge and skills they learned in the workshop to conduct Gamification of Learning sessions at two rural
schools. While developing the EFL and STEM game-based learning resources, the students also needed to
incorporate the use of technology into the gameplay, to fulfil the requirements of the CSCL course.
Designing game-based learning resources for the rural schools posed a challenge for the students; a
majority of them were only familiar with urban and semi-urban schools. From the start, they felt less confident
with subcultures of ethnic groups in both locations. At these two schools, the school subculture was
dominantly identified by the majority ethnic Malay; in the case of the students, they mainly have had
experience in learning and teaching in majority ethnic Chinese, Iban and Bidayuh, where school subcultures
were valued differently.
Figure 2: Malaysian students during the co-creation process
4. Methodology
In the workshop, the participants went through a three-stage process: the co-creation phase, the piloting
phase and the reflection phase at the end. We describe below each the stages and their different steps.
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5. Results
We analysed the answers, focusing perceived levels towards tolerance of ambiguity, which
we linked to their preference to have either very guided instructions or ill-defined tasks. Based on these
preferences, we differentiated between participants with a low level of tolerance to ambiguity (n=10 and
including answers from 1 to 3) and participants with a higher level of tolerance to ambiguity (n=4 and including
answers from 4 to 5). Four participants did not answer the co-creativity scale.
5.1 Co-creativity self-assessment according to the tolerance of ambiguity
Participants with a low level of tolerance to ambiguity tend to assess their game design more favourably in
terms of efficiency, originality and value. Those with high levels of tolerance towards ambiguity are found to
be more critical when judging their co-creative outcome after the co-creation of the game.
Figure 3: Co-creativity self-assessment according to the tolerance of ambiguity
5.2 Task preferences according to the tolerance of ambiguity
Participants with low levels of tolerance to ambiguity paid more attention to detail, took pride in work well
done and preferred more straightforward tasks requiring little abstraction.
Figure 4: Creative orientation of the CreativeCulture learners
5.3 Attitudes towards teamwork and errors according to the tolerance of ambiguity
3.3
3.4
3.5
3.6
3.7
3.8
3.9
4
A solution that is new and
original
A valuable solution that
responds to the situation
constraints
An efficient solution that
required a limited number of
resources
high tol. Ambiguity low tol. Ambiguity