Indigenising Play in Sarawak Borneo: A CreativeCulture Experience
Download as PPTX, PDF0 likes28 views
This is a presentation at IPID Asia (UCTS Sibu) on the 17th of December 2019, to introduce the work done by the CreativeCulture Research team in UNIMAS and Coventry University, with indigenous communities in Sarawak.
More Related Content
Similar to Indigenising Play in Sarawak Borneo: A CreativeCulture Experience (20)
Recently uploaded (20)
Indigenising Play in Sarawak Borneo: A CreativeCulture Experience
- 1. Indigenising Play among Sarawak Penans and Malays: A CreativeCulture Experience Fitri Suraya Mohamad mfitri@unimas.my Twitter: @mfitri
- 2. Indigenous communities In the world 370 million worldwide, 70% in Asia In Sarawak 1.9 million (70% of total population) Composition of indigenous communities brings multi- language, multi-racial, multi- values about how knowledge is perceived and advocated
- 3. Who we are? CREATIVE AND PARTICIPATORY TRANSCULTURAL PRACTICES AND PROBLEM SOLVING THROUGH GAME DESIGN AND COMPUTATIONAL THINKING NEWTON UK-SEA (AHRC MOHE)
- 4. What we aimed for the project To introduce Game-Based Learning (GBL) The use of GBL 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 for introducing the approach Guide local champions to personalise the process (localisation)
- 5. Beneficiaries Students/learners (age 8 16) Borneo + Coventry Remote tele-sessions Transcultural, transnational Teachers Training-for-trainers programme at the base hub (UNIMAS) Local communities Exposure Potential socioeconomic value Cultural applications Telecentres Extend function facilitate creative learning
- 6. Overarching aim To introduce Game-Based Learning (GBL) The use of GBL 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 for introducing the approach Guide local champions to personalise the process (localisation)
- 7. What we did
- 8. Key Deliverables delivered Adaptable/adoptable CreativeCulture Lab blueprint and toolkits to be developed and validated, Ambassadors/champions from the pilot locations have been identified and trained an online Hub that will host the CreativeCulture resources (tools, case studies, game-based outcomes from the community) to be developed. URL: http://mycapsule.my
- 9. The Context Context 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
- 10. What we have done The team puts focus on Game Design Thinking, as an approach to integrate content knowledge, pedagogical knowledge and local knowledge into the learning experience. Teluk Melano Long Lamai Telaga Air Kuching Asajaya Serian Samarahan
- 11. PeopleTelok Melano Predominantly Malay Fishing village of 300 families Access is through the newly completed Pan-Borneo Highway One primary school, enrolment of less than 60 Long Lamai Predominantly Penan Farmers and hunters (approx. 400 people) Access through Miri-Long Banga One primary school, enrolment of less than 60
- 12. Iterative, contextualized game design Content selection PrototypingGameplay Dissecting one local game Matching game mechanics with selected content knowledge Creating adaptations where necessary
- 13. CreativeCulture Framework Action research Postgraduate students designed and created collaborative learning experiences for teachers and students at two remote schools GBL was embedded creation of games are informed by needs analysis and co- creation process What was discovered was the on- boarding strategies for such diverse context, towards adopting a socially constructed game-based learning experience
- 14. Designing Thinking & Transcultural Practices & Indigenous values of Play Impact and value of centralized & westernized education and curricula for these communities is a complex and ongoing negotiation. Play (digital, analog and physical) as expression of both local culture and working as a bridge toward hybridization.
- 16. Play unique to Borneo MINING LOCAL INDIGENOUS KNOWLEDGE CREATING WITHIN LIMITATIONS OF RESOURCES GAPS IN EXPOSURE TO COGNITIVE SKILLS REQUIRED IN 21ST CENTURY LEARNING
- 17. 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
- 18. Engaging the nature of play and learning experiences Ensuring adults (teachers, parents, community leaders and members) are equipped with co-creation skills to support learning through play
- 19. Playing to engage: Our experience Rethinking traditional games Understanding learning gaps
- 20. Empathy and Game Design
- 21. Extended impact Climate change Learning Disabilities Social work Sex education
- 25. Dr Fitri Mohamad ( @mfitri) Dr Jacey Lynn Minoi ( @jlminoi) http://www.mycapsule.my/
Editor's Notes
- #16: 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 childrens 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.