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
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
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
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.
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.