Educating for co‑Production of Community‑Driven Knowledge

Abstract

T -toincorporates factors in cultural protocols and game design thinking. The hybrid model of the participatory co-creation model was formulated in the study that had been rolled out in two rural primary schools in West Borneo. These schools are located in remote villages, away from urban amenities, and technological affordances and resources are limited. There are more than twenty culturally-diversed indigenous tribes in Borneo. Although it is a known fact that indigenous cultures, including those in Borneo, have many cultural protocols and distinctive custom practices, it is still a challenge for researchers who work with such communities to understand, adhere to and follow the cultural protocols. The model looks at incorporating gameplay and culture protocols to drive community engagement. Since play is universal, the creation of a trustworthy partnership between the community and researchers was established through the use of play during the engagement process. Narratives captured in the study represented reflection, problem solving and creativity in the interactions with the indigenous communities, based on the developed -to-.

Towards value-creating and sustainable open data ecosystems: A comparative case study and a research agenda

“…• Circularity: In the larger context of studies urban development citizen science projects in larger cities in Denmark focus is on a circular approach where students apply data in developing citizen-generated models for the development of deprived city spaces that local governments can implement in the development and renewal of (Magnussen et al, 2019).…”

Technological Ecosystems in Citizen Science: A Framework to Involve Children and Young People

“…Regarding the topics covered by the analysed words, most of the school-based citizen science projects are focused on natural science -climate change, wildlife, marine litter, pollution- [30][31][32][33][34][35][36][37]. Only Magnussen, Hamann and Stensgaard [38] are focused on projects related to improving the quality of life in the neighbourhoods in which the school is located. None examples are focused on issues related to technology.…”

“…Moreover, the studies and experiences described in the works published in the last five years are focused on natural science -climate change, wildlife, marine litter, pollution- [30][31][32][33][34][35][36][37]. Only one study covers another kind of problems, such as urban problems in a deprived neighbourhood [38]. The WYRED framework is focused on the issues that concern to children and young people, based on their answers, with a particular focus on technology.…”