A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Educating for co-production of community-driven knowledge
This paper presents a mapping review of status and trends in research of citizen science, crowdsourcing or community-driven research from 2013–2018. The focus was on identifying themes, trends and gaps in this knowledge collaboration field in general and in relation to learning and education in specific. 240 studies were identified through iterative searches and screening processes, and 15 themes were identified through grounded-theory inspired analysis: 1. Motivation; 2. Evaluation; 3. Education and learning; 4. Man-machine collaboration; 5. Participant experience; 6. Impact on research; 7. CS technologies; 8. Big data; 9. System or project design; 10. Social media; 11. Participant development of research; 12. Behaviour; 13. Ethics; 14; Cross-disciplinary partnerships; 15. Organisational change. Because our focus was on learning, we defined themes with a focus on traditional educational activity and new forms of learning in the field. The review revealed central discussions on the potentials of technology in CS learning. ; 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 ...
Educating for co-production of community-driven knowledge
This paper presents a mapping review of status and trends in research of citizen science, crowdsourcing or community-driven research from 2013–2018. The focus was on identifying themes, trends and gaps in this knowledge collaboration field in general and in relation to learning and education in specific. 240 studies were identified through iterative searches and screening processes, and 15 themes were identified through grounded-theory inspired analysis: 1. Motivation; 2. Evaluation; 3. Education and learning; 4. Man-machine collaboration; 5. Participant experience; 6. Impact on research; 7. CS technologies; 8. Big data; 9. System or project design; 10. Social media; 11. Participant development of research; 12. Behaviour; 13. Ethics; 14; Cross-disciplinary partnerships; 15. Organisational change. Because our focus was on learning, we defined themes with a focus on traditional educational activity and new forms of learning in the field. The review revealed central discussions on the potentials of technology in CS learning. ; 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 ...
Educating for co-production of community-driven knowledge
Magnussen, Rikke (author) / Hamann, Villads Dalby (author) / Stensgaard, Anne Gro (author)
2019-09-01
Magnussen , R , Hamann , V D & Stensgaard , A G 2019 , ' Educating for co-production of community-driven knowledge ' , Electronic Journal of E-Learning , vol. 17 , no. 3 , pp. 222-233 . https://doi.org/10.34190/JEL.17.3.005
Article (Journal)
Electronic Resource
English
DDC:
690
Educating at the Boundaries: “Community Matters” Symposium (review)
| Online Contents | 2011
Educating Engineers through International Community Engagement-What's It Worth?
| British Library Conference Proceedings | 2013
| Online Contents | 1999