Digital gaming for co creativity in learning theory framed co design with school communities
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Digital Gaming for Co-Creativity in Learning : Theory-Framed Co-Design with School Communities PowerPoint PPT Presentation

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Digital Gaming for Co-Creativity in Learning : Theory-Framed Co-Design with School Communities. Pavlos Koulouris [email protected] Ellinogeremaniki Agogi Envisioning and co-designing educational future. Co-design. Co-design. Co-design. Iterative co-design.

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Digital Gaming for Co-Creativity in Learning : Theory-Framed Co-Design with School Communities

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Digital Gaming for Co-Creativity in Learning:Theory-Framed Co-Design with School Communities

Pavlos [email protected]

Envisioning and co-designing educational future




Iterative co-design

Iterative co-design

The flow of things in C2Learn

  • Wise Humanising Creativity (WHC)

  • Creative Emotional Reasoning (CER)

    • how co-creativity of children and young people can be fostered in formal and informal learning settings


  • CER Techniques

  • Learning Design

  • Co-creativity assessment methodology

  • Four elements of C2Learn practice

    • A. Co-creative Thinking

    • B. Social Engagement

    • C. Ethics and Impact Awareness

    • D. Wider Picture of Change

  • Co-creative Thinking, integrating Possibility Thinking and Creative Emotional Reasoning:

    • Possibility Thinking: Learners come up with new ideas through asking ‘what if’ and ‘as if’ questions. This enables them to shift from ‘what is’ to new possibilities of ‘what might be’.

    • Creative Emotional Reasoning: Learners come up with new ideas through the use of disruptive techniques for semantic, diagrammatic and emotive lateral thinking, resulting in re-framing.

  • Social Engagement: Learners think individually as well as mainly collaboratively and also communally, in an immersive, collaborative pedagogical environment defined by flattened hierarchies enabling dialogue.

  • Ethics and Impact Awareness: Through dialogue, learners evaluate novelty (the originality inherent in ideas, actions, and outcomes) for its ethical impact, generating or selecting and enacting ideas because they matter to the community and have a valuable impact on it.

  • Wider Picture of Change: Over time, cyclical developments between creativity and identity occur. Learners enable change and reflect on change in longer periods of co-creative activity.

  • C2Space

  • GamefulSocial Environment

    • Presents from C2Assistants

    • Badges for Playing

    • Awards from Teachers and Peers

  • The C2Learn games

  • 4Scribes: story-telling in single sessions

  • Constellations: story-telling across multiple sessions

  • Alive Maps: making diagrams representing structures, concepts, etc

  • Iconoscope: making icons representing concepts

  • C2Learn fun

  • ‘Teased by the machine!’

  • Creative Stories: creative writing

  • C2Create: creative drawing

  • The C2Learn background AI technologies

  • Further empowering learners as creators and creative thinkers

  • Integrated into the playful experiences

  • Help make the thinking processes even more playful and more challenging

  • Help the system (and the teacher) ‘understand’ and adapt to learners during their playful digital experiences.

  • Creative Emotional Reasoning (CER) tools

  • Drawing from the field of knowledge acquisition and representation (information extraction, text and graph analysis, domain modelling, adaptive dialogue systems)

  • Mixed-initiative procedural content generation (MI-PCG)

  • The learner and the computer co-create content for the playful digital experience

Co-design with school communities

Educational scenarios

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