A Community-Centred Educational Model for developing Social Resilience (ACES): Playfulness towards an inclusive, safe and resilient society

Lead Research Organisation: Coventry University
Department Name: Ctr for Post Digital Cultures

Abstract

ACES will investigate and establish a transformative educational model for bridging formal and informal educational contexts via playful and participatory methodology towards a more inclusive, safe and resilient society that will empower young people to flourish despite their social localities. ACES will investigate the role of education in mobilising young people towards achieving Sustainable Development Goals (SDGs), taking into account the impact of wellbeing (SDG3), gender (SDG5) and poverty (SDG1) on education (SDG4) and vice-versa in Malaysia, Indonesia and Vietnam. ACES will focus on building resilient communities of young people in rural areas or deprived sections of urban communities through education. Young people refers to those in primary and secondary education. ACES will engage teachers and local community groups in the co-creation and ownership of the educational process, fostering an empowering and agentic practice when it comes to marginalised contexts - to motivate, ground and, most importantly, localise the intervention. The upskilling of teachers is considered as one of the most effective and direct means of achieving all of the SDG4 targets.

The effects of quality education are linked to improved development outcomes. In all three countries, access to inclusive and equitable quality education is an impending issue; however, the causes, scope and severity vary from one country to another. In Indonesia, the dominance of political, corporate and bureaucratic elites affects the provision of quality education. In Vietnam, its education system struggles to provide access and quality, although since 2008, its government allocates 20% of its national budget to improve education throughout the nation. In Malaysia, access to quality education is still an issue at remote/rural areas in the country. Even though these countries report the literacy rate of over 90%, the efforts to maintain sustainable growth in their respective economies, to reach developed status, hinge on an updated system of education that is more transformative beyond literacy. While economic growth in these countries brings positive benefits and lifts people out of poverty, societies must be equipped to respond to subsequent changes related to political and social systems. Economic resilience thus depends on social resilience, agency and capabilities to respond, design, implement and support corrective and adaptive measures.

ACES will explore the use of playful and participatory methodology towards developing an inclusive, equitable and transformative educational model that will afford opportunities for young people, teachers and community groups to respond to challenges/changes in their community through creative and innovative practices. To navigate an increasingly uncertain and ambiguous world, young people will need to develop curiosity, imagination, creativity, resilience and self-regulation towards innovative economies that are more productive, resilient and adaptable. ACES will emphasise on collaborative, active and playful/creative 21st-century pedagogies, where the focus of the teaching-learning process is on active dialogue, enquiry based, media literacy and student-centred approaches. Collaborative exploration open up opportunities for social innovation, taking into account the complexity of social problems and foster solutions resilient and cost-effective enough to adapt and survive. The project will explore social innovation through the lenses of frugal approaches to social sustainability to allow the community to thrive despite the lack of resources. ACES will investigate the impact of creative thinking, problem-solving and social-emotional learning beyond literacy afforded by playful pedagogy in these countries to conduct a comparative analysis into the complex relationships between transformational education and SDGs across the countries.

Planned Impact

Beneficiaries:
-Young people
-Practitioners - teachers, curriculum designers, further & higher education educators
-Community actors & groups - parents, community leaders, youth clubs & community centres.
-Advisors
-Policy makers - Department or Ministry of Education, Culture & Youth, Economic and Welfare, local municipalities & city councils
-Schools, further and higher education institutions, teacher training, NGOs/charities related to community initiatives, makerspaces, fab labs and tech hubs
-Local and national industry (social enterprises, creative industry)

How will they benefit:
Young people will benefit from the creative and innovative means for experiencing learning and applying knowledge - an educational experience that is inclusive and equitable, allowing them to develop their interests, knowledge, skills and talents, and contribute to the community. Teachers will be upskilled in the community-centred playful pedagogy. The creative, innovative and frugal approaches will make their teaching more relevant and emphatic to the local community and national development goals. Other practitioners will benefit from the ACES model of education - how education can include social innovation and enterprise as means for contextualising cross-subject teaching. Community actors and groups will be mobilised to respond to local challenges, leading to tangible outcomes that will consequently empower those involved. Makerspaces and the likes can be part of the community-centred educational model. ACES will provide recommendations for how educational institutions, such as schools and universities can redesign the way the curriculum is delivered. The frugal approach to sustainable social innovation will empower the community groups, young people and practitioners to excel despite the lack of resources towards economic diversification, impacting socio-economic value through social entrepreneurship. Creative and innovative capabilities are also crucial assets to the creative economy. ACES' practice and policy recommendations will provide an overarching direction for how this model of education can be situated alongside existing curriculums, recommending future development and redesign of the curriculums to embed social innovation - towards more sustainable poverty alleviation. The advisory board members will be directly involved in the process by reviewing strategy and outcomes from the project, whose practice will also be impacted. Policy makers will have access to the recommendations, informing youth development and education agenda in the countries and beyond.

What will be done to ensure access to benefits:
Beneficiaries will be directly engaged with project activities including workshops associated to the onboarding, practice building and consolidation phases (WP1-WP5). The project meetings will also involve knowledge exchange between the project partners, advisors, local ambassadors and invited beneficiaries. We will use the Online Hub to disseminate outcomes through the official website (including national versions), media resources (video, images, podcasts), adoptable/adaptable OERs, blogs, social media, press releases, conferences, scientific and policy publications at national and international levels. We will inform policy makers, educators and key sectoral stakeholders of impacts and evidence emerging from the research. The ACES model will provide tools, templates and protocols for allowing replicability and reusability, acting as best practice guides for educators, learning/curriculum designers, and community groups. The physical lab at the partners' institutions will serve as the practice and knowledge hub for sustainability. Policy and practice publications will be produced- to be discussed in the consolidation workshop/roundtables - leading to the final consolidated versions to be released at the end of the project to provide overarching direction for future policy at national and international levels
 
Title Breast Cancer: What You Need to Know webinar 
Description A webinar on 'The Breast Cancer: What You Need to Know' was conducted on 12 January 2021. The talk was organised by PPAU, UNIMAS, Society for Cancer Advocacy and Awareness Kuching (SCAN), Sarawak General Hospital (SGH), Gamification Centre together with the ACES team. Dr Adibah Ali, a consultant breast and endocrine surgeon was the speaker on that day to discuss and share her knowledge on women's well-being on breast cancer awareness to participants. 
Type Of Art Artefact (including digital) 
Year Produced 2021 
Impact Sixty-six participants from all over Malaysia attended the webinar. The participants were lecturers, clinicians, surgeons, and the public. The video of the talk was recorded and uploaded on Youtube. 
URL https://www.youtube.com/watch?v=tbSk0GHvfzI
 
Title Foot pedal hand sanitizer dispenser 
Description Prototype foot pedal operated hand sanitiser dispenser systems were developed. 
Type Of Art Artefact (including digital) 
Year Produced 2020 
Impact The team captured the co-creation process in translating the design and building the prototype dispenser, understanding the concepts of assembling and the benefit of this application during the pandemic. 14 prototype foot pedal operated hand sanitiser dispenser systems were built and sent to government clinics in Sarawak - Klinik Kesihatan Kapit, Poliklinik Jalan Masjid and Klinik Kesihatan Kota Samarahan, UNIMAS Campus clinic. Another 2 prototype systems are placed at the myCapsule lab, Gamification Centre, UNIMAS. 
 
Title GCRF ACES Launch Video 
Description ACES Launch video- showcasing our approach. 
Type Of Art Artefact (including digital) 
Year Produced 2020 
Impact Request for more information. 
URL https://youtu.be/CNrP6xzFyfY
 
Title Learning Resource - Action Plan 
Description The Action Plan toolkit was developed with aims to build, plan and monitor strategies of actions and the progress. Participants are to list out the Weakness/Threat, the Cause, the Risk, the (propose) Action, (potential) Stakeholder/Partners and the Timeline(to be listed based on Priority). Participants are to complete the action plan from the beginning based on selected areas of need. Follow the timeline and reflect on the progress. 
Type Of Art Artefact (including digital) 
Year Produced 2020 
Impact This simplified toolkit is to allow teachers to connect and have conversation of issues, problems and challenges commonly faced in schools, and reflect on their experience to help fellow colleagues and students in order to plan and strategies action plans to meet each other's goals. 
 
Title Learning Resource - Risk Metrics analysis for Schools 
Description A Risk Metrics analysis for Schools toolkit is in a A2 size paper was developed for a workshop with aim for participants and teachers to define and assess the level of risk by the category of probability and the category of impact or consequences. This multiscale in a cartesian space consists of the X axis representing the Impact and the Y axis is the Probability. In the space there is a 3 by 3 matrix with varying degrees of risk from Low Impact, Medium Impact and High Impact. Participants use this to rank the issues, challenges, threats, problems listed from the SWOT analysis for Schools. 
Type Of Art Artefact (including digital) 
Year Produced 2020 
Impact Teachers learnt to rank issues, challenges based on their own ability and capability to change and improve in their own capacity. The use of this risk assessment tool can be an effective way to address risk at the grassroot level and to determine the immediate and appropriate actions. 
 
Title Learning Resource - SWOT analysis for Schools 
Description A SWOT analysis for Schools toolkit was developed for a workshop. It's of A2 size paper that contains four empty boxes each for Strengths, Weaknesses, Opportunity and Threat/Challenges. There are also a number of questions for teachers that act as triggers. Participants can use this in their strategic planning by laying out all the goods and bads. 
Type Of Art Artefact (including digital) 
Year Produced 2020 
Impact The SWOT is a high-level and critical thinking exercise used to assist teachers in initiating meaningful change in the teaching and learning activities in classroom and outside classroom and used for programme improvement. Teachers from different schools had a chance to reflect and analyse their particular classes, preparation program, experience, learning outcomes, curriculums, activities, schools environments, issues. 
 
Title Makey-Makey 
Description
Type Of Art Artefact (including digital) 
Year Produced 2020 
Impact
 
Title Online Learning Resource - Action Plan 
Description The Online Learning Resource - Action Plan description and explanation is recorded and uploaded on Youtube. 
Type Of Art Artefact (including digital) 
Year Produced 2020 
Impact The online learning resource is available on Youtube for other participants to learn. 
 
Title Online Learning Resource - Risk Metrics 
Description The Online Learning Resource - Risk Metrics description and explanation is recorded and uploaded on Youtube. The video presents how to assess, tips to rank risk and assess risk in schools. 
Type Of Art Artefact (including digital) 
Year Produced 2020 
Impact The online learning resource is available on Youtube for other participants to learn. 
 
Title Online Learning Resource - SWOT 
Description The Online Learning Resource - SWOT analysis for Schools; "How to use SWOT analysis for schools" contains a description and explanation that is recorded and uploaded on Youtube. 
Type Of Art Artefact (including digital) 
Year Produced 2020 
Impact The online learning resource is available on Youtube for other participants to learn. 
 
Title PLAY Canvas for playful learning design 
Description We created a PLAY canvas, a newly designed brainstorming tool, to help teachers plan their gamification materials. It was used during our September workshop with Sarawak teachers. 
Type Of Art Artefact (including digital) 
Year Produced 2020 
Impact Teachers' interest in testing the artefact. 
URL https://www.facebook.com/creativeculturemy
 
Title Project Website 
Description The ACES project website 
Type Of Art Artefact (including digital) 
Year Produced 2020 
Impact Access to our information - resulted in requests for further information and also other activities. 
URL https://aces.gchangers.org/
 
Title Puzzle Map 
Description
Type Of Art Artefact (including digital) 
Year Produced 2020 
Impact
 
Title Remixing Play Flash game cards 
Description Design of games used to trigger creativity that is based on Sylvester Arnab's Remixing Play approach for encouraging non-game experts to design their own games. We have designed over 50 cards containing game inspirations and topic inspirations. The cards will be delivered to the partners physically and also online. 
Type Of Art Artefact (including digital) 
Year Produced 2020 
Impact The previous impact of the remixing play approach was to encourage creativity and co-creativity amongst teachers (previously used in powerpoint formats). These cards are now developed into physical and online versions. The online version is as in the URL provided. 
URL https://remixplay.gchangers.org/
 
Title SDGs card for children 
Description
Type Of Art Artefact (including digital) 
Year Produced 2020 
Impact
 
Title Special Track 5: Social Innovation in STEM+ Education webinar at the ENCON 2020 
Description The Special Track 5: Social Innovation in STEM+ Education webinar was recorded and uploaded on Youtube. It consists of talks and interactive collaboration activities. 
Type Of Art Artefact (including digital) 
Year Produced 2020 
Impact The content of the Special Track 5: Social Innovation in STEM+ Education webinar is available on Youtube for other participants to learn. 150 participants registered for the online sessions. We have reached out to the different layers of teachers and participants from Malaysia and SEA. 
URL https://www.youtube.com/watch?v=TiClTspNURE
 
Title Virtual Escape Rooms 
Description Virtual escape rooms - an idea from Gamechangers UK (Coventry), which have been adapted to the local context. The first rollout was conducted during our third annual Gamification Seminar 2020 on 21 December 2020. 
Type Of Art Artefact (including digital) 
Year Produced 2020 
Impact Exposure to the methodology for teachers in Malaysia. 
 
Description Within the reporting period, we have carried out investigations under three work-packages (WPs 1-3), which collectively aim to investigate the context at the three countries (Malaysia, Indonesia, and Vietnam), our shared understanding of resilience development, and the mapping of aspects related to play, competencies development, and resilience development targeting the individual learners and teachers, the communities, and the institutions.

The analysis of country demographics, current education, economic, welfare, and development policies helps us synthesise the multi-faceted factors concerning the SDGs identified across the three countries. It is clear that all three countries have minority populations in remote locations where it is challenging to deliver a high standard of education. All three countries have invested heavily in education in recent decades and all three are concerned with empowering populations through skills provision and to ensure gender equality in education. In looking to synthesise the data from the three countries, a number of factors appear to be significant. All three countries have set a skills agenda, which views the development of certain transferable skills such as lifelong learning, critical thinking, and communication as key to achieving societal and economic success in the 21st century. There is the acknowledgment that new curricula and new pedagogy are required to develop these skills across education at all levels from preschool to vocational training.

While developments have been made in all three countries to increase teacher recruitment, teacher quality remains an issue. There is a need to engage teachers in the development of the skills necessary to deliver the curricula. Teachers need to adopt an approach to teaching that is learner-centred and promotes intrinsic learner motivation. Also, teachers should be involved in the process of change through consultation and collaboration in order to make sure that the teachers themselves understand the need for change and are motivated to engage with that change.

Furthermore, the problems faced by these countries, and specifically the regions covered by the project come into a sharper focus when remote and minority communities are concerned. While all three acknowledge the need to improve ICT and infrastructure necessary to deliver ICT related pedagogy, remote areas are likely to be the last to receive this support and as these areas also typically have teachers with lower qualifications, their ability to engage immediately with the arrival of new technology is a cause for concern. Subsequently, there is a need to engage and maximise the material already available, such as through frugal learning strategies, in order to promote the sorts of pedagogies that will lead to the desired learning outcomes for the skills agenda of each state. Despite the growth in teacher numbers, changes to teacher training, and revision to curricula, it is clear that all three states desire an improvement in the quality of education delivery, especially focusing on the need for transferable, 21st-century skills. All three appear to share the need for pedagogical innovations which could lead to the development of those skills in school populations.

The engagement with communities (when movement restrictions were not in place during the early pandemic) and the engagement with key decision-makers have led to the identification of case studies that are going to contextualise the ACES approach - i.e. the implementation of playful approaches for developing competencies associated to both playful learning and the development of resilience from the perspectives of the individuals, communities, and institutional. One novel development that the project is leading is the mapping of aspects associated with (1) Playfulness, (2) Playful learning competencies, (3) 21st Century Competencies, and (4) Competencies associated with resilience development. This mapping exercise will articulate the programme of activities within each of the case studies in the three countries, which will provide insights into the ACES impact pathway.

The pandemic has been a challenge but it has provided an opportunity for the project to respond in an agile way, from the methodology point of view to the actual development and practice in the community. Products such as playful hands-free sanitiser equipments have been designed and developed by the ACES Malaysia team, which have been delivered to the various health organisations in the Borneo part of Malaysia - demonstrating grass-root social innovation that is key to the ACES approach. We will explore more social innovation aspects in the project.
Exploitation Route The activities in each country are driven by the existing local initiatives - CreativeCulture in Malaysia, Reogify in Indonesia, and D-Lab in Vietnam. These initiatives are the local hubs for the ACES education model and are engaging with the communities of teachers and learners. As the approaches are made indigenous to the actual needs in the three countries, they can be adapted and adopted by the various communities. The educational resources are also hosted online- videos, templates, tools, and so forth. All of our approaches would be presented as open educational resources to encourage adoption and adaptation. We have also published findings associated with our investigations to increase reach.
Sectors Communities and Social Services/Policy,Education,Healthcare

URL http://aces.gchangers.org
 
Description ACES has engaged with various communities in the three countries despite the pandemic. Through the local drivers such as CreativeCuoture in Malaysia, Reogify in Indonesia, and D-Lab in Vietnam, we have piloted our methods, practices, and tools for encouraging creative teaching and learning, grass-root social innovation, and engagement with teacher training. Teachers are considered as key front liners for mobilising young people. hence the need to focus on the training of teachers and the co-creation with them to ensure the sense of ownership to the creative pedagogical interventions in their communities. Example of societal impact: - the development and circulation of the ACES social innovation product - the foot pedal (hands-free) sanitiser, frugally developed by the ACES Malaysia team to support the healthcare providers in the region. This has impacted the response to the pandemic, and will also serve as the starting point of the various case studies in developing innovative ambitions in the different playful activities we will develop and run with the communities of teachers and learners. - the involvement of the NGO in Indonesia for engaging with young people at their homes for understanding their capabilities and also a response to the pandemic especially when the schools are shut and so forth. The empowerment of the community-driven NGO for informal community learning is a key contribution to the social and public services in Indonesia - in particular the Solo region. - the engagement with community NGO for frugal playgrounds in Vietnam, where the local team is developing pathway to impact for using the playful approach in developing educational playgrounds for the marginalised community in the Hua Binh region. There are challenges that need to be overcome to achieve impact, such as the movement restrictions due to the pandemic in Malaysia and Indonesia, where we are developing playful online approaches for engaging with teachers and also developing their capabilities to participate in the ACES activities. Vietnam is able to engage with the communities in a physical sense, and they are running various case studies for investigating the benefits of playful pedagogy in their programme of activities. The next stage of the project is to further develop the case studies to be implemented with the target communities.
First Year Of Impact 2000
Sector Communities and Social Services/Policy,Education,Healthcare
Impact Types Cultural,Societal

 
Description The Ministry of Education and Culture of the Republic of Indonesia launched "Distance Learning" programs during the COVID 19 pandemic
Geographic Reach Local/Municipal/Regional 
Policy Influence Type Influenced training of practitioners or researchers
URL https://www.kemdikbud.go.id/main/blog/2020/09/pembatik-wujud-merdeka-belajar-dalam-pemanfaatan-tik-u...
 
Description The Ministry of Education and Culture of the Republic of Indonesia launched "Independent Learning" programs during the COVID 19 pandemic
Geographic Reach Local/Municipal/Regional 
Policy Influence Type Influenced training of practitioners or researchers
URL https://www.kemdikbud.go.id/main/blog/2020/09/luncurkan-program-guru-belajar-kemendikbud-bantu-guru-...
 
Description British Council Creative Spark
Amount £19,985 (GBP)
Organisation British Council 
Sector Charity/Non Profit
Country United Kingdom
Start 12/2020 
End 07/2021
 
Description British Council DICE
Amount Rp14,885 (IDR)
Organisation British Council 
Sector Charity/Non Profit
Country United Kingdom
Start 02/2020 
End 06/2020
 
Description Digital Lab Programme Ukrainian Social Enterprise Trainers
Amount £1,800 (GBP)
Organisation European Parliament 
Sector Public
Country Belgium
Start 11/2020 
End 12/2020
 
Title A catalogue of online tools to help teachers to create digital games, using our methodology 
Description A catalogue of online tools to help teachers to create digital games, using our methodology - Game Design thinking. A blueprint will be published at the end of the project to consolidate all materials and information in one place, and it will be distributed to all teachers in Malaysia through our social media channels. 
Type Of Material Improvements to research infrastructure 
Year Produced 2020 
Provided To Others? Yes  
Impact Methods are being used in teacher training and also workshops. 
URL http://creativeculture.my
 
Title ACES Aspects Mapping model 
Description Aspects mapping related to (1) Playful aspects, (20 Playful learning competencies, and (3) competencies for resilience. This aspect mapping builds on existing Learning Mechanics- Game Mechanics mapping model for informing playful and gameful activity design. 
Type Of Material Improvements to research infrastructure 
Year Produced 2020 
Provided To Others? No  
Impact The method is still being implemented in the case studies of the partners in Malaysia, Indonesia, and Vietnam. 
 
Title ACES impact pathway- based on onboarding, practice building and consolidation pathway 
Description A model for pathway to impact based on the engagement phases (ref. Arnab S. (2020)'s Player's and Learner's Journey). This pathway can be used to inform the design of activities with the communities depending on where they are in the process. 
Type Of Material Improvements to research infrastructure 
Year Produced 2020 
Provided To Others? Yes  
Impact It has been used to inform programme design for many of the activities under GameChangers, CreativeCulture, and ACES. 
 
Title Capabilities Survey Instrument 
Description Capabilities survey containing indicators for understanding young people's development throughout the project which can be adapted and adopted by others. 
Type Of Material Improvements to research infrastructure 
Year Produced 2020 
Provided To Others? No  
Impact The instrument can help track change and help us analyse developments of young people. 
 
Title Indigenous Research Protocol 
Description Research protocol based on Participatory Action Research that is responsive and empathic to the different needs in the three partner countries. 
Type Of Material Improvements to research infrastructure 
Year Produced 2020 
Provided To Others? No  
Impact The protocol is currently being implemented and developed co-creatively with the partners. 
 
Title Ordinary Least Square (OLS) and Chow-Test 
Description Used to determine the difference in the effect of the relative playful education pedagogy on their children's motivation and capabilities in Indonesia. 
Type Of Material Improvements to research infrastructure 
Year Produced 2020 
Provided To Others? No  
Impact () 
 
Title PLAY Canvas 
Description Derived from the PLAY cards created by AP Dr Fitri Suraya and Miss Jane Huo (MSc Learning Science Cohort 10). PLAY canvas is actually another version of a design methodology named Game Design Thinking consisting of 5 steps, empathy, define, ideate, prototype, test. 
Type Of Material Improvements to research infrastructure 
Year Produced 2020 
Provided To Others? No  
Impact
 
Title Tree of Expectation for qualitative and quantitative data collection 
Description This tool has been used for needs analysis with the Teachers at Nguyen Tat Thanh School. 
Type Of Material Improvements to research infrastructure 
Year Produced 2020 
Provided To Others? No  
Impact Collected needs that informed the design of the programme and also case studies in Vietnam. 
 
Description Collaboration with Chumbaka 
Organisation Chumbaka
Country Malaysia 
Sector Private 
PI Contribution Provide training for teachers and trainers on gamification and flipped learning for schools, capability study and questionnaires and analyse the capability and impact survey data.
Collaborator Contribution Conduct the capability study with teachers and students, support the training for trainers and teachers with Chumbaka.
Impact Continuous meetings on the training and Junior Innovate Competition 2021.
Start Year 2020
 
Description Collaboration with IEEE Sarawak Subsection 
Organisation Institute of Electrical and Electronics Engineers (IEEE)
Department IEEE Sarawak Subsection
Country United States 
Sector Charity/Non Profit 
PI Contribution We participated in organised a couple of organised events by IEEE in 2020 - Special Session Track at the IEEE Region 10 Humanitarian Technology Conference, and Robotic Workshop
Collaborator Contribution IEEE Sarawak Subsection co-organised the IEEE Region 10 Humanitarian Technology Conference 2020. The conference was fully virtual. The excom invited the ACES team to present and invite authors to publish in the special session. And a robotic workshop - Engineering at Home with Young Learners by IEEE Sarawak Subsection excom was conducted during the Gamification Seminar 2020.
Impact Event 1: Special Session on Social Innovation and Creativity during COVID-19 at the IEEE Region 10 Humanitarian Technology Conference 2020 The purpose of this special session was to investigate the effects of the COVID-19 crisis on social innovation and creativity and vice versa, in coping with the pandemic and its relationship to resilience. Researchers, teachers and innovators shared their results of innovation from technologies, communications and services simultaneously to meet a social need during the pandemic, highlight innovative models and measurements of social innovations, address the social challenges and questions on innovation and creativity and many more. 6 papers were presented in the special sessions, two of which are under the ACES project. In total, there were 87 papers submitted to the conference from Malaysia, the Philippines, Bangladesh, Sri Lanka, India, Indonesia, Mongolia, Japan, Hong Kong, China, U.S., Pakistan, and Nepal. Event 2: Engineering at Home with Young Learners workshop This robotic bite-sized workshop was run under the Gamification Seminar 2020 by an IEEE Sarawak Subsection member.
Start Year 2020
 
Description Collaboration with INTODESIGN Laboratory 
Organisation INTODESIGN Lab
Country Malaysia 
Sector Private 
PI Contribution A pathway for engaging and sharing of knowledge between industries with teachers.
Collaborator Contribution A talk was presented at the Gamification Seminar 2020 for ACES case study. Website: https://creativeculture.my/gs2020/
Impact Community engagement and talks between industries and ACES team for case study.
Start Year 2020
 
Description Collaboration with Institute of Teachers' Training Batu Lintang [Institut Pendidikan Guru Kampus Batu Lintang (Institut Perguruan Batu Lintang)]. 
Organisation Institut Pendidikan Guru (IPG) Kampus Batu Lintang
Country Malaysia 
Sector Academic/University 
PI Contribution Provide training for teachers and trainers on gamification and flipped learning for schools, capability study and questionnaires and analyse the capability and impact survey data.
Collaborator Contribution Conduct the capability study with teachers and students, support the training for trainers and teachers with Chumbaka.
Impact a) IEEE subsection Sarawak b) The Kalsom Movement - ongoing i) gamification/game design thinking training with the youth trainers from the organization c) Jabatan Pendidikan Sarawak (JPNS) - ongoing i) Teachers training d) Reef Stakes i) Game design thinking - games co-creation e) Institut Pendidikan Guru Kampus Batu Lintang/Teachers training institute i) Teacher training ii) Educational materials (STEM in the bucket)
Start Year 2020
 
Description Collaboration with iCube 
Organisation iCube Innovation
Country Malaysia 
Sector Private 
PI Contribution Engagement to aid introduction and awareness on social entrepreneurship and innovation. A pathway for bridging between industries and ACES team in entrepreneurship.
Collaborator Contribution Engagement and bridging businesses and research together.
Impact Continuous meetings on entrepreneurship and setting-up a space for the community. This collaboration might move into a contractual relationship and partnership.
Start Year 2020
 
Description Collaboration with the Sarawak State Education department 
Organisation Ministry of Education Malaysia
Country Malaysia 
Sector Public 
PI Contribution We are working closely with officials at the Sarawak State Education Department. Two officers are officially named as project collaborators in our Research management system.
Collaborator Contribution Training activities with teachers from the different schools within the Sarawak State. Through the Education Department, we have conducted a three-day training workshop on Gamification for 60 teachers, who represented 30 districts throughout Sarawak. Synchronously, we also ran sessions on resilience development and SDGs with teachers to consider the inclusion of UN's SDGs in the curriculum as part of the co-hosting of activities with the ESRC ACES project.
Impact Data collection on teachers' feedback on the gamification approach. Game ideas from teachers. Plan for continuing engagement as part of case study collection.
Start Year 2020
 
Description Vietnam Team's partnership with stakeholders in Hoa Binh Province and Thai Nguyen Province. 
Organisation Ministry of Education and Training (Vietnam)
Country Viet Nam 
Sector Public 
PI Contribution Running workshops and training for students, educators, teachers, NGOs, and also policymakers. ACES Vietnam team has partnerships with Hoa Binh Departments of Education and Training, Hoa Binh Teacher Training College, Thai Nguyen University, and LBUM. In partnership with Hoa Binh Teacher Training College, ACES VN aims to develop "train the trainers" model together with ambassador training to increase sustainable impact of ACES. LBUM (DREAMING WHEEL) is an NGO dedicated to raising fund and constructing old tire based playgrounds for children in remote areas. Collaboration with LBUM aims to build children's playgrounds with ACES model for developing social resilience through play: co-create playground to learn Muong minority language.
Collaborator Contribution Pathway and support for engaging with teacher training, schools, and community in the province.
Impact Teacher training, school, and community engagement for the ACES case studies.
Start Year 2020
 
Description Vietnam Team's partnership with stakeholders in Hoa Binh Province and Thai Nguyen Province. 
Organisation Thai Nguyen University
Country Viet Nam 
Sector Academic/University 
PI Contribution Running workshops and training for students, educators, teachers, NGOs, and also policymakers. ACES Vietnam team has partnerships with Hoa Binh Departments of Education and Training, Hoa Binh Teacher Training College, Thai Nguyen University, and LBUM. In partnership with Hoa Binh Teacher Training College, ACES VN aims to develop "train the trainers" model together with ambassador training to increase sustainable impact of ACES. LBUM (DREAMING WHEEL) is an NGO dedicated to raising fund and constructing old tire based playgrounds for children in remote areas. Collaboration with LBUM aims to build children's playgrounds with ACES model for developing social resilience through play: co-create playground to learn Muong minority language.
Collaborator Contribution Pathway and support for engaging with teacher training, schools, and community in the province.
Impact Teacher training, school, and community engagement for the ACES case studies.
Start Year 2020
 
Description A pandemic response project by the ACES team in Malaysia. 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact Developing poot pedal hand sanitizer dispenser:
A pandemic response project by the ACES team was to develop a prototype foot pedal-operated hand sanitiser dispenser. The co-creation process is translated in designing and building the prototype dispenser, understanding the concepts of assembling and the benefit of this application during the pandemic. 14 prototype foot pedal operated hand sanitiser dispenser systems were built and sent to government clinics in Sarawak - Klinik Kesihatan Kapit, Poliklinik Jalan Masjid and Klinik Kesihatan Kota Samarahan, UNIMAS Campus clinic. Another 2 prototype systems are placed at the myCapsule lab, Gamification Centre, UNIMAS.
Year(s) Of Engagement Activity 2020
 
Description British Council DICE Digital Indonesia - Awarded Project Community of Practice 
Form Of Engagement Activity A formal working group, expert panel or dialogue
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact Introductory Community of Practice meeting drawing on the expertise developed for and as part of the ACES' project and applying it to a bid and award for a British Council DICE (Developing Inclusive Creative Economy) Digital project in Indonesia with the ACES' Indonesia team.

British Council DICE Community of Practice lead reports:
"Dear Richard and Dom, (and I'm sorry I didn't get a chance to meet you Arun),

Thank you so much for making time to meet with me last week, I was very inspired by your experience, and it's been resonating with everyone I mention 'playful sprint' to, they all want to know more about you!

As you'll see, your expertise is also feeding into my thinking about how we might structure the community of practice.

As I meet other partners in the DICE Digital cohort I was wondering if one way of 'showing rather than telling' some of what you all do would be to use tools you've each developed as part of the community of practice sessions. I had already been thinking about using drawing as a way of doing something offline and your wonderfully simple yet powerful drawing of imagining a goal (in this case, the community of practice itself) and then sketching ways to reach it is a perfect tool for that - I was wondering if you'd be open to discussing how to bring it in, if you would like to facilitate its use?

Or perhaps there are others of your playful methodologies that you wish you could use (I'm still sad thinking you can't use this pedagogy with your own students due to the institutional processes); I'd be open to thinking briefly together about what might be appropriate for this community that you'd like to share.

Let me know your thoughts, and happy to chat through.
Warmly,
Marci"
Year(s) Of Engagement Activity 2021
 
Description Escape Game at Thai Nguyen Province, Vietnam 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Undergraduate students
Results and Impact 35 students were engaged in the Escape game has been designed and adapted in the delivering Innovation and Entrepreneurship course to students of Thai Nguyen University. This is a pilot activity to test the playful approach, which will be adapted for other activities in the schools.
Year(s) Of Engagement Activity 2020
URL https://fb.watch/3G6J_95DHK/
 
Description FabLab 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact Discussion on creating a fabrication lab on a debilitated UNIMAS bus where creation of ideas takes place with 4 lecturers from the Faculty of Built environment. The team discussed what are expected to be included in the bus and the initial design of the bus interior. The team was able to acquire a bus from UNIMAS. The interior design will be developed by the team from Faculty of Built Environment
Year(s) Of Engagement Activity 2020
 
Description Game Design Thinking with ACES research team 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact Introduced PLAY approach using LEGOs and game design with 8 ACES research members. The team is multidisciplinary which sparks questions on how to use gamification approach in their field and discussion on possible ways of how the approach can be used were conducted afterwards. The team has created 3 games for the community (4R innovation board game, Kira-kira and Innovaste)
Year(s) Of Engagement Activity 2020
 
Description Game Design Thinking workshop with Faculty of Built Environment, UNIMAS 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact A half day workshop to introduce game design thinking to the 7 lecturers from FBE. Introduced PLAY approach using LEGOs and designed busses with game and design elements to address SDGs. The lecturers find the session enjoyable and are more open towards the gamification concepts and interested to use the approach in their teaching and learning.
Year(s) Of Engagement Activity 2020
 
Description Game innovation through ACES research team co-creation session 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact A co-creation session participated by the ACES research team members including the Research Assistants to design games that can be used to address selected SDGs. Three games have been created by the team. The games created are expected to be able to address selected SDGs in the community. The 3 games created were Kira-Kira (Count), Innovaste and 4R innovation which focused on Mathematical skills and also, waste management. The game has yet to be tested at the community due to Malaysian Movement Control Order (MCO).
Year(s) Of Engagement Activity 2020
 
Description Gamification seminar 2020 webinar: Rising strong through playful learning 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Schools
Results and Impact 152 educators and education enthusiast has taken part in the webinar on empowering educators in facing challenges in pandemic time, gameful learning experience sharing from children and also, workshop on robotics.
Participants were expected to get ideas on gamification from educators with gameful learning experiences
Year(s) Of Engagement Activity 2020
 
Description Interview by PRESSTV on serious games 
Form Of Engagement Activity A press release, press conference or response to a media enquiry/interview
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Public/other audiences
Results and Impact The interview was part of the content of PRESSTV segment [at 15:50] on games, gaming and serious purposes of games such as education and health. Sylvester was interviewed as an expert in game-based learning, gamification, and serious games.
Year(s) Of Engagement Activity 2020
URL https://www.presstv.com/Detail/2020/01/30/617426/Insert-Coins-to-Play
 
Description Interview by Universitat Oberta Catalonia (UOC) Barcelona 
Form Of Engagement Activity A press release, press conference or response to a media enquiry/interview
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Schools
Results and Impact An interview with Sylvester on teachers, co-creativity, and playful resources.
Year(s) Of Engagement Activity 2020
URL https://www.uoc.edu/portal/en/news/entrevistes/2020/055-sylvester-arnab.html
 
Description Interview on ProfessorGame Podcast 
Form Of Engagement Activity A broadcast e.g. TV/radio/film/podcast (other than news/press)
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Industry/Business
Results and Impact Sylvester was interviewed on the ProfessorGame podcast (second interview), where Sylvester talked about his new book and also the connection with GameChangers, ACES and CreativeCulture initiatives that have produced international impact. (top 10 of average podcast download rate)
Year(s) Of Engagement Activity 2020
URL https://www.professorgame.com/podcast/139/
 
Description Keynote at Gamilearn 2020 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact Sylvester (ACES PI) keynoted at Gamilearn 2020, focusing on Playful and Gameful education. Sylvester specifically focused on teachers as game designers for educational purposes drawing from GameChangers, ACES and CreativeCulture.
Year(s) Of Engagement Activity 2020
URL https://gamilearn.webs.ull.es/speakers/
 
Description Keynote at the Joint Conference in Serious Games, Staffordshire, UK 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact Sylvester (ACES PI) keynoted at the event focusing on empathic experiential design of purposeful games and gameplay. Gamechangers, CreativeCulture and ACES were showcased as examples of how we can empathically design playful experiences for achieving serious outcomes.
Year(s) Of Engagement Activity 2020
URL https://www.staffs.ac.uk/events/joint-conference-on-serious-games/keynote-speakers
 
Description Online workshop on Gamification 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Schools
Results and Impact We conducted an online workshop on Gamification in Dec 2020, and 180 teachers and educators signed up. It was held as part of a STEM Conference and was carried out virtually.
Year(s) Of Engagement Activity 2020
URL https://bit.ly/3jAZhnq
 
Description Panel session at the Games4Change Latin America Dec 2020 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Public/other audiences
Results and Impact Panel session between Sylvester Arnab (ACES PI) and Richard Tomlins (ACES Co-I) on ACES at the Games4Change Latin America, discussing play and games for serious purposes. ACES was featured as an example for resilience development.
Year(s) Of Engagement Activity 2020
URL https://www.youtube.com/watch?v=meafMjbetKk
 
Description Pendidikan Abad Ke-21 (PAK) workshop collaboration with Jabatan Pendidikan Negeri Sarawak (JPNS) 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Schools
Results and Impact Revisited Flip classroom with the teachers and action plan on the first day of the workshop to ensure the teachers are able to recall their prior knowledge on the subject as requested by the JPNS. Social resilience and SDG workshop with 31 secondary school teachers and gamification workshop with 31 primary school teachers in Sarawak on the 2nd day and reflection session on the last day of the workshop.
Social resilience workshop
addressing internal and external factors that affect the teaching and learning process, and ways to solve or reduce the factors influence
Introduced SDGs to the teachers
Gamification workshop
Introduced game design thinking/play approach to the teachers
The teachers has produced 6 games (Lucky Bid, Dilemma Kekata, Catapult War, Monoplus, Jejak Adjektif, Lompat dan Kira)
Year(s) Of Engagement Activity 2020
 
Description Presentations at the IEEE R10 Humanitarian Technology Conference 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact We presented at IEEE R10 Humanitarian Technology Conference on 1st-3rd December 2020, virtually. The team presented two papers at the conference, and both papers are published in its proceedings.
Year(s) Of Engagement Activity 2020
URL https://r10htc2020.org/
 
Description STEM in the bucket 
Form Of Engagement Activity A formal working group, expert panel or dialogue
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact Compilation of suggested activities and materials in a box for the teachers to use for teaching and learning process especially in rural areas. Expected to provide a box to a few schools in rural areas. The boxes are expected to provide a source for the teachers to create gameful learning experience in their classroom.
Year(s) Of Engagement Activity 2020,2021
 
Description Teacher Training on Gamification 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Schools
Results and Impact We have conducted a three-day training workshop on Gamification for 60 teachers, who represented 30 districts throughout Sarawak. The workshop was held on 2nd to 4th September 2020. The workshop also included activities on SDGs and the curriculum in association with the ESRC ACES project for developing resilience through playful learning
Year(s) Of Engagement Activity 2020
URL https://bit.ly/3jCxe77
 
Description The ACES project official Launch Webinar 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Schools
Results and Impact The project's launch webinar showcasing talks from UKRI GCRF, project PI and Co-Is from the 4 countries. We showcased the status quo upon which our project is building. We also demonstrate our playful learning principles and the connections with resilience development
Year(s) Of Engagement Activity 2020
URL https://aces.gchangers.org/launch/
 
Description UNIMAS ENCON 2020 - ACES Special track 5: Social Innovation STEM+ Education 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact Introducing current ideas in STEM+ education, how educators can realign their roles and pedagogical approaches to 131 registered participants via Webex and Zoom applications. Some of the participants stated they were inspired by the session and interested to try out the gamification approach in their field.

Introduced STEM+ education, ACES project, trends and technologies in STEM+ education, pedagogical strategies for deep learning and game design thinking (brainwork breakout, and idea pitch and patch)
Year(s) Of Engagement Activity 2020
 
Description UNIMAS akan lancar projek penyelidikan antarabangsa secara maya - Utusan Borneo: a press release 
Form Of Engagement Activity A magazine, newsletter or online publication
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Media (as a channel to the public)
Results and Impact A local news article covers what ACES project is all about in layman terms, the organizations involved mainly in the project, promoting the project and the project launching webinar.
Year(s) Of Engagement Activity 2020
 
Description Using play concept to lift youth unity - Sarawak Tribune: a press release 
Form Of Engagement Activity A magazine, newsletter or online publication
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Media (as a channel to the public)
Results and Impact A local news article covers what ACES project is all about in layman terms, the organizations involved mainly in the project and why social resilience is important nowadays in facing the pandemic.
Year(s) Of Engagement Activity 2020
 
Description Workshop in Hoa Binh Province - Playful teaching practices 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Schools
Results and Impact 30 Secondary teachers and students were engaged on playful teaching practices as the onboarding part of the case study implementation (playful school).
Year(s) Of Engagement Activity 2020
URL https://www.facebook.com/ACES.Vietnam
 
Description Workshop in Hoa Binh Province Vietnam - Frugal Education for Developing Social Resilience 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Schools
Results and Impact 30 Secondary teachers and studentswere engaged. The Vietnam team explored teacher's reflection on one successful/impressive lesson, success factors, potential challenges of Frugal education, possible solutions, and suggestions. This activity has formalised case studies to be developed and implemented in the Hoa Binh Province.
Year(s) Of Engagement Activity 2020
URL https://www.facebook.com/ACES.Vietnam
 
Description Workshop in Hoa Binh Province Vietnam - Playfulness towards an inclusive, safe and resilient society 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Schools
Results and Impact 56 Primary and secondary teachers were engaged. The aim of the workshop was for needs analysis. We identified teachers' perceptions of Strengths/ Weaknesses/ Threats/ Opportunities (SDGs and Resilience). Evaluation of the effectiveness of the workshop included teachers' perceptions and readiness for playful learning and being an ambassador.
Year(s) Of Engagement Activity 2020
URL https://www.facebook.com/ACES.Vietnam
 
Description Workshop in Hoa Binh Province, Vietnam - Community-Centred Educational Model 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Policymakers/politicians
Results and Impact A workshop organised for Officers, managers from Departments of Education and Training, Hoa Binh Teacher Training College. The aim was to connect and introduce ACES project and to discuss the access the site, permission for doing research in Hoa Binh, how to conduct surveys / interviews to collect data related to SDGs and Resilience with different groups of people.

Case studies have been identified and locations for research have also been identified through this activity.
Year(s) Of Engagement Activity 2020
URL https://www.aces.edu.vn/
 
Description e-edutour2021 by Faculty of Language and Communication, UNIMAS 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Postgraduate students
Results and Impact A 1 week online programme organized by Faculty of Language and Communication, UNIMAS partner with Utsunomiya University, Japan participated by 32 students from both universities. The programme is an annual event and aims to create a learning experience beyond the lecture and tutorial room. The programme included the SDGs in their English lessons which has the same goal with the ACES project.
Year(s) Of Engagement Activity 2021