Community drive

Teaching children and young people to transform cities through game and data-driven methods

Rikke Magnussen, Anne Gro Stensgaard

Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceartikel i proceedingForskningpeer review

Resumé

In this paper, we present the project Community Drive as well as the theoretical and empirical background on which the project is based. Community Drive is a technical and humanistic research and development project focused on education, learning and co-production of knowledge. Through technical and humanistic collaboration, the project aims to create models that allow children and young people to participate in overcoming future challenges in cities by becoming an active and contributing part of research and development efforts. In addition, the project aims to add to the knowledge about community-driven science and propose how design thinking can be used as an approach to learning ‘21st-century skills’. Further, the project contributes knowledge about community-driven game tools, user-driven big data and the Internet of Things and their connection with intelligent and socially responsible urban development. The project is conducted in cooperation with the city of Copenhagen, local schools and Aalborg University.
Community Drive involves students aged 10–14 attending schools in deprived neighbourhoods near Aalborg University Copenhagen in southern Copenhagen. This area is characterised by a high rate of unemployment, low income and little or no education, and it has been defined as an area of focus by various projects administrated by the city of Copenhagen. As a result, resources have been allocated for reconditioning the subsidised housing in this area.
In this paper, we discuss the ways in which the project Community Drive, initiated in May 2018, is based on the results of pilot projects conducted from 2014 to 2017. Overall, these studies showed that tasking students with changing their living conditions by redesigning their neighbourhoods is a strong motivational factor. During the redesign process, students were able to construct game-based models of various residents’ needs and argue for redesigns based on their knowledge about the area and the ability of certain designs to fulfil the needs of various groups of residents living in the area. The paper discusses the potential benefits and pitfalls of designing community-driven science gaming environments and how the results of previous studies led to the Community Drive project.
OriginalsprogEngelsk
TitelProceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018
RedaktørerMelanie Ciussi
Antal sider8
Udgivelses stedReading
ForlagAcademic Conferences and Publishing International
Publikationsdato1 jan. 2018
Sider354-361
ISBN (Elektronisk)9781911218999
StatusUdgivet - 1 jan. 2018
Begivenhed12th European Conference on Game Based Learning, ECGBL 2018 - Sophia Antipolis, Frankrig
Varighed: 4 okt. 20185 okt. 2018

Konference

Konference12th European Conference on Game Based Learning, ECGBL 2018
LandFrankrig
BySophia Antipolis
Periode04/10/201805/10/2018
NavnProceedings of the European Conference on Games-based Learning
Vol/bind2018-October
ISSN2049-0992

Fingerprint

Teaching
community
research and development
resident
coproduction
student
pilot project
living conditions
science
development project
urban development
school
learning
unemployment
education
low income
research project
housing
Internet
ability

Citer dette

Magnussen, R., & Stensgaard, A. G. (2018). Community drive: Teaching children and young people to transform cities through game and data-driven methods. I M. Ciussi (red.), Proceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018 (s. 354-361). Reading: Academic Conferences and Publishing International. Proceedings of the European Conference on Games-based Learning, Bind. 2018-October
Magnussen, Rikke ; Stensgaard, Anne Gro. / Community drive : Teaching children and young people to transform cities through game and data-driven methods. Proceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018. red. / Melanie Ciussi. Reading : Academic Conferences and Publishing International, 2018. s. 354-361 (Proceedings of the European Conference on Games-based Learning, Bind 2018-October).
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abstract = "In this paper, we present the project Community Drive as well as the theoretical and empirical background on which the project is based. Community Drive is a technical and humanistic research and development project focused on education, learning and co-production of knowledge. Through technical and humanistic collaboration, the project aims to create models that allow children and young people to participate in overcoming future challenges in cities by becoming an active and contributing part of research and development efforts. In addition, the project aims to add to the knowledge about community-driven science and propose how design thinking can be used as an approach to learning ‘21st-century skills’. Further, the project contributes knowledge about community-driven game tools, user-driven big data and the Internet of Things and their connection with intelligent and socially responsible urban development. The project is conducted in cooperation with the city of Copenhagen, local schools and Aalborg University.Community Drive involves students aged 10–14 attending schools in deprived neighbourhoods near Aalborg University Copenhagen in southern Copenhagen. This area is characterised by a high rate of unemployment, low income and little or no education, and it has been defined as an area of focus by various projects administrated by the city of Copenhagen. As a result, resources have been allocated for reconditioning the subsidised housing in this area.In this paper, we discuss the ways in which the project Community Drive, initiated in May 2018, is based on the results of pilot projects conducted from 2014 to 2017. Overall, these studies showed that tasking students with changing their living conditions by redesigning their neighbourhoods is a strong motivational factor. During the redesign process, students were able to construct game-based models of various residents’ needs and argue for redesigns based on their knowledge about the area and the ability of certain designs to fulfil the needs of various groups of residents living in the area. The paper discusses the potential benefits and pitfalls of designing community-driven science gaming environments and how the results of previous studies led to the Community Drive project.",
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Magnussen, R & Stensgaard, AG 2018, Community drive: Teaching children and young people to transform cities through game and data-driven methods. i M Ciussi (red.), Proceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018. Academic Conferences and Publishing International, Reading, Proceedings of the European Conference on Games-based Learning, bind 2018-October, s. 354-361, Sophia Antipolis, Frankrig, 04/10/2018.

Community drive : Teaching children and young people to transform cities through game and data-driven methods. / Magnussen, Rikke; Stensgaard, Anne Gro.

Proceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018. red. / Melanie Ciussi. Reading : Academic Conferences and Publishing International, 2018. s. 354-361 (Proceedings of the European Conference on Games-based Learning, Bind 2018-October).

Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceartikel i proceedingForskningpeer review

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Magnussen R, Stensgaard AG. Community drive: Teaching children and young people to transform cities through game and data-driven methods. I Ciussi M, red., Proceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018. Reading: Academic Conferences and Publishing International. 2018. s. 354-361. (Proceedings of the European Conference on Games-based Learning, Bind 2018-October).