SDI: Co-creativity Approach by the CreativeCulture Initiative
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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.
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SDI: Co-creativity Approach by the CreativeCulture Initiative
- 1. “Play in School: Seriously?” Co- creativity Approach by the CreativeCulture Initiative J A C E Y- LY N N M I N O I , U N I M A S twitter: jlminoi
- 2. About us myCapsule Space, LG Block A, Faculty of Computer Science and Information Technology, Universiti Malaysia Sarawak (UNIMAS) Website: mycapsule.my Email: creativeculture.my@gmail.com Fb: @creativeculture17 Twitter: @_mycapsule
- 5. Our aims To introduce Game-Based Learning (GBL) as resources for teaching and learning • Provide GBL resources for students and teachers to explore at their local lab/hub also in the online hub (downloadable tools, etc.) To use Game Design Process as a Learning and Teaching tool • Provide series of workshops with playful elements for introducing the co-creativity approach in education • Guide local champions to personalise the process (localisation)
- 6. Play – unique to Borneo MINING LOCAL INDIGENOUS KNOWLEDGE CREATING WITHIN LIMITATIONS OF RESOURCES GAPS IN EXPOSURE TO COGNITIVE SKILLS REQUIRED IN 21ST CENTURY LEARNING
- 7. The Context Context • Urban • Remote Rural • Indigenous values How data was captured • Cultural Protocol • School bureaucracy • National Curriculum needs Pedagogical Approaches • STEM-based subjects • Nature of dialogue among teachers and students
- 8. Where and What Telok Melano Long Lamai Telaga Air UNIMAS Kuching Lawas Kota Samarahan, Serian Bau Gameful Learning Design Adaptable/adoptable CreativeCulture Lab blueprint and toolkits Gamification Seminar Ambassadors/champi ons from the pilot locations have been identified and trained Online Hub - mycapsule.my Physical Lab – myCapsule Space Integrate content knowledge, pedagogical knowledge and local knowledge into the learning experience.
- 9. Beneficiaries Students/learners ◦ Remote tele-sessions ◦ Transcultural, transnational Teachers ◦ Training-of-trainers Local communities ◦ Exposure ◦ Potential socioeconomic value ◦ Cultural applications Schools ◦ Facilitate creative learning
- 11. Co-Creation… also known as.. Co-design Participative design Interdisciplinary teams Design thinking Sticky notes on the wall
- 12. Why co- create? Get new insights. Development of new ideas and fine- tuning old ones. Participatory implementation. Continuous evaluation and optimisation.
- 13. Three phases in Co-creation FIRST-TIME TRY OUT PROJECT-BASED COLLABORATION STRUCTURAL COLLABORATION
- 14. Co-creation brings MIXED RESULTS Idea Generation Mediocre consensus Better and quicker problem understanding
- 15. Co-creation.. PARTICIPATORY BUT NOT DEMOCRATIC EVERYONE MUST BE LISTENED, BUT MAJORITY DOES NOT RULE. CREATIVE LEADERSHIP IS NECESSARY.
- 16. Playing to engage: Our experience Rethinking traditional games Understanding learning gaps
- 17. Empathy and Game Design
- 19. Designing Thinking & Transcultural Practices & Indigenous Values of Play Impact and value of centralised & westernised education and curricula for these communities is a complex and ongoing negotiation. Play (digital, ”analog” and physical) as an expression of both local cultures and working as a bridge toward hybridisation.
- 20. Our challenge How to focus on STEAM, 21st century learning skills, programming etc – will benefit indigenous communities ◦Relevance to communities which still depend on hunting, farming to survive ◦National curriculum vs global expectations for education vs preservation of local values and way of living
- 21. Engaging the nature of play and learning experiences Ensuring adults (teachers, parents, community leaders and members) are equipped with co- creativity skills to support learning through play
- 22. Extended impact Climate change Learning disabilities Social work AIDS awareness Sex education
- 23. Climate Change
- 24. Overall Summary Co-creativity approach are commonly organised and used by companies for their own benefits. Strengths: Allows multitude of participants to be involved Provides an ideal opportunity for talented individuals to show their talent and strength to a global community Promote the easiest engagement within the community Allow a transition from the traditional methods professor/lecturer-centered to a new perspective focused on students Imply higher levels of collaboration (== the current trend in industries) The positive reaction - satisfaction, fulfilment, increase interest of educational experience, motivated and positive psychological effects.
- 25. Co-Creativity: A Great Way to Solve Real- life Problems
Editor's Notes
- The adults in these spheres have a critical role in facilitating this continuity and connectivity of learning, by recognizing, initiating, guiding and scaffolding playful experiences, in support of children’s agency. It is important to ensure that adults are equipped with the necessary and appropriate skills to support learning through play – even in cases of free play, as adults need to recognize the benefits of free play, and foster it by providing the time and environment.