Title Co-Design to Re-Engage the Disengaged
Project Number TOI-678
Project Type Transfer of Innovation
Country UK-United Kingdom
Marketing Text Code Red addressed the high proportion of drop out from i-VET by: 1) identifying real world issues causing drop out and failure in i-VET and Early School Leaving 2) conducting co-design workshops to develop low fidelity prototypes for Games Based Learning materials 3) enhancing an existing employability curriculum of GOET project, by creating a skills-set in co-facilitated design of learning materials and 4) transferring the innovation of existing Games Based Learning tools from Nottingham Trent University (UK) and University of Athens (GR) to new places, users and aspects of the curriculum from Cyprus and Italy.
The Europe 2020 strategy identifies drop out from i-VET or early school leaving (ESL) as a key challenge to meeting employment targets. High rates of ESL are detrimental to making lifelong learning a reality and increase the risk of unemployment, poverty and social exclusion. ESL is over-represented among pupils with disabilities (61%), emotional/behavioural problems and migrants. Code RED focused on working with these groups of students who are particularly at risk of exclusion or drop out.
The aim of Code RED was: To address the high proportion of drop out from i-VET. The steps to achieve this aim have been as follows:
• Identified the real world issues that are causing drop out and failure in i-VET and ESL by conducting robust needs analyses in each country via user and stakeholder focus groups. The findings of this work may be found in the “CodeRED Stakeholders Needs Analysis Report” available in the products page.
• Conducted a set of co-design workshops to engage end-users, engender a sense of ownership for the project, increase digital skills, where low-fidelity prototypes of games have been also developed. The outcomes of these work can be found in the “Code RED Co-Design Workshops Reports - Low-fidelity prototypes” report available from the products page.
The process by which the workshops were run has also been enhanced and documented in the "Games Design Report".
• Enhanced and transferred an existing employability curriculum by creating a skills-set in co-facilitated design of learning materials, together with a set of other learning materials. The transferred GOET curriculum (available at http://goet-project.eu/downloads/teaching-resources/) has been extented with additional chapters on co-operative learning and digital game design/authoring skills. The result is available in the products' section.
• Designed and developed two desktop-based (and android-based) digital 2-D games, by transferring and enhancing the engines developed in the RISE project
• Designed and developed 2 location-based (iOS-based) digital games, by transferring the knowledge of University of Athens in using the ARIS platform. Information on how to access/download the games, can be found in the products' section.
• Created a set of other educational material, e.g., tutorials for game authoring software, questions and answers for games and for the curriculum, recommended content in the Unit for game co-design, etc.
The Centre for Social Justice 2011 document, ‘No excuses - A review of educational exclusion’ makes the assertion that, “Many pupils are being profoundly misunderstood within some mainstream schools. The underlying causes of their behaviour, and their needs, are not being addressed properly. As a result, there is a near-hidden group of children and young people in our education system which is being failed.” The human cost of drop out, failure and exclusion is high, given the strong correlation between these and poverty and disadvantage. The aim of the Code RED project was therefore: To address the high proportion of drop out from i-VET and early school leaving that is creating a key challenge to the employment targets of Europe 2020 and is the cause of exclusion, poverty and disadvantage.
The objectives supporting the Code RED team in delivering against this aim were:
• The completed Stakeholder Needs Analysis
• The co-design workshops which have been carried out to engage the end users, increase digital skills, initiate group communication and problem solving skills and to develop early prototypes for the learning materials.
• The creation of curriculum modules in: co-facilitated design of learning materials, working with others as a team, communicating with others, group problem solving, and ICT skills (digital games development).
• Delivering this curriculum and learning content via an adaptable and flexible i-learning framework. - which is pre-configured and populated for work with the Code RED curriculum.
• Enhanced and transferred innovation of existing materials by creating additional PC games and mobile location-based games (streetgames).
• Took measures to ensure the sustainability of the project's products
• Took measures to ensure that all phases of the project and its products are inclusive and end results are accessible, usable, effective, engaging by adopting a user-sensitive approach and by the use of longitudinal usability evaluation and piloting phases that included qualitative and soft outcome indicators.
Utilization and distribution of results
Access for disadvantaged
Recognition, transparency, certification
Open and distance learning
Public Administration and Defence; Compulsory Social Security
Information and Communication
material for open learning
open and distance learning
program or curricula
The tangible and intangible products of the project are:
• Two PC (using a games authoring environment for flexible content and language translation). One game has been based on Getting There, a mobile/tablet based multiple choice driving game (read more at http://rise-project.eu/resources/games/getting-there/). The second is a conversational 2D styled game using a transferred conversational engine also from the RISE project.
• Two mobile games, developed in a street gaming methodology using the ARIS platform (https://arisgames.org/);
• an extended and enhanced employability curriculum, which is available and is offered also through an internet-learning (i-learning) platform,
• a skills set for low fidelity computer games design, delivered in a shared design facilitation workshop programme. The games design report and reports on the Low-fidelity prototypes developed are available now in the products section.
• an accessible project website (available now at http://codered-project.eu/).
The impact of the project will be the re-engagement into i-Vet of young people via
• a shared design facilitation approach, mapped against the digital skills set to raise digital competences, communication skills, group problem solving skills;
• increased employability via the enhanced curriculum delivered on the accessible i-learning platform;
• an additional resource and new pedagogical approaches for teachers in maintaining engagement of the target group
• additional research and evidence for maintaining student engagement or for their re-engagement by education managers, teacher training organisations and policy influencers in education.