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Educating for Co-Production of Community-Driven Knowledge

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Title: Educating for Co-Production of Community-Driven Knowledge
Language: English
Authors: Magnussen, Rikke, Hamann, Villads Dalby, Stensgaard, Anne Gro
Source: Electronic Journal of e-Learning. 2019 17(3):222-233.
Availability: Academic Conferences Limited. Curtis Farm, Kidmore End, Nr Reading, RG4 9AY, UK. Tel: +44-1189-724148; Fax: +44-1189-724691; e-mail: info@academic-conferences.org; Web site: http://www.ejel.org/main.html
Peer Reviewed: Y
Page Count: 12
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
Grade 9
High Schools
Descriptors: Data Use, Early Adolescents, Foreign Countries, College School Cooperation, School Community Relationship, Disadvantaged Environment, Game Based Learning, Urban Planning, Access to Information, City Government, 21st Century Skills, Grade 7, Grade 9, Problem Based Learning, Citizen Participation, Neighborhood Improvement
Geographic Terms: Denmark
ISSN: 1479-4403
Abstract: In this paper, we present the project, Community Drive, as well as the theoretical and empirical background on which the project is based. 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 active and contributing participants in research and development efforts. 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 10-13, 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 residents with little or no education. As a result, resources have been allocated for reconditioning the subsidised housing in this area. In this paper, we discuss the ways in which 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. We also present initial results from collaboration workshops between schools and professional external local partners. These results show that three themes are central for the collaboration process: building local contact, meaningful local ownership and real challenges and applicable solutions.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1237286
Database: ERIC
FullText Links:
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  Data: Educating for Co-Production of Community-Driven Knowledge
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  Data: In this paper, we present the project, Community Drive, as well as the theoretical and empirical background on which the project is based. 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 active and contributing participants in research and development efforts. 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 10-13, 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 residents with little or no education. As a result, resources have been allocated for reconditioning the subsidised housing in this area. In this paper, we discuss the ways in which 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. We also present initial results from collaboration workshops between schools and professional external local partners. These results show that three themes are central for the collaboration process: building local contact, meaningful local ownership and real challenges and applicable solutions.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 222
    Subjects:
      – SubjectFull: Data Use
        Type: general
      – SubjectFull: Early Adolescents
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: School Community Relationship
        Type: general
      – SubjectFull: Disadvantaged Environment
        Type: general
      – SubjectFull: Game Based Learning
        Type: general
      – SubjectFull: Urban Planning
        Type: general
      – SubjectFull: Access to Information
        Type: general
      – SubjectFull: City Government
        Type: general
      – SubjectFull: 21st Century Skills
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Problem Based Learning
        Type: general
      – SubjectFull: Citizen Participation
        Type: general
      – SubjectFull: Neighborhood Improvement
        Type: general
      – SubjectFull: Denmark
        Type: general
    Titles:
      – TitleFull: Educating for Co-Production of Community-Driven Knowledge
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            NameFull: Stensgaard, Anne Gro
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              Y: 2019
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