Fundación Colombia 2100 – Misiones del futuro

We are a Colombian cultural and educational organization. Aimed at disseminating, promoting and valuing traditions, ancestral knowledge, intangible cultural heritage, sustainable development practices, the appropriation of new technologies and other knowledge that ensures the well-being of future generations, reduces the effects of climate impact, reduce poverty, hunger, promote biodiversity and improve health and education services. We aspire to develop projects of this type in Colombia, Latin America or any other place in the world.

Rafael has led the technical and pedagogical team that created the Borondo expedition. He has also focused on ensuring that the pedagogical strategy has been recognized by different organizations, such as the Ministry of Culture, the University of the University and others. He leads visits to rural schools and ensures that improvements identified by methodological leaders, teachers and children are implemented.

For our organization, it is a priority that the Borondo pedagogical strategy can continue to grow both nationally and internationally. All members of the foundation are attentive and focused on making this happen.
For now it is our most important program. We have requests from different schools and colleges to implement the strategy. We are working on it. In the event that we manage to be favored with the application, this will be articulated with the current work plans and we will achieve greater speed in execution. It is not something that we will activate if we win, it is something that is already in progress and implementation

Educational metaverse for children to know, value and preserve cultural traditions and recognize their social diversity.

Current and future generations of children are increasingly globalized and identified with trends and customs of cultures other than those of their country of origin.

The cultural identity of each country is its main heritage, what makes it unique and on which societies must build their generations of citizens.

To face this challenge, the Colombia 2100 -missions of the future foundation, together with Kaleido Lab, undertook the task of designing and implementing a pedagogical strategy called “Borondo Expedition”, which is based on an extraordinary adventure in which Colombian superheroes They face a villain who wants to destroy their cultural traditions and dominate humanity.

With this adventure we focus on children getting to know the rituals, legends and artistic riches of Colombia so that they value them, talk about them and later take an active part in their preservation.

Borondo's superheroes are represented by real characters who play a relevant role in Colombian traditions. Each one has a particular power related to the history, tradition and world in which it interacts.

The loss of ancestral knowledge and the forgetting of customs is represented by a villain who is determined to destroy traditions, steal powers and alter the order established in popular customs.

We have focused on recreating cultural heritage attached to its main characteristics and attributes and in this way ensuring that children play and learn based on reality and respect for the essence of different peoples.

From the moment we shaped the pedagogical strategy, we proposed that Borondo and its expeditions become a transnational tool in which Latin America would see itself represented and that boys and girls would not only learn about the cultural heritage of their country of origin but also access to the traditions of their sister countries and thus identify themselves as part of an integral and complementary cultural diversity. In the future, these children, when they are older, will be able to establish relevant connections and associations with other siblings from other countries and continue with the challenge of strengthening, 

The strategy revolves around the Story of Borondo, an extraordinary adventure in which 6 Colombian superheroes face a villain who wants to destroy their cultural traditions and dominate humanity. Francisca, Amalio, Dorotea, Chami, Benkos and Juancho under the command of Amelia unite their ancestral powers to defeat the Shadow of Oblivion, the villain, an Artificial Intelligence (AI) that is determined to dominate the world and destroy intangible cultural heritage.

The experience in the Borondo universe allows children to learn about the rituals, legends and artistic riches of Colombia, talk about them, appropriate them and play an active part in their preservation.

The pedagogical strategy includes the design of actions inside and outside the classroom, led by the teacher, in order to facilitate the training and learning of students. The support content is available in multiple formats: booklets, board games, video games for PC and mobile devices, virtual reality experience, augmented reality experience, animated short, among others.

Effective learning is achieved through a teaching strategy based on gamification, in which, through games, the educational community shares and assimilates knowledge in a fun way.

Educational actions are agreed upon and developed jointly with educational institutions, interacting with pedagogical plans according to the context of the group of students, teachers and geographical location.

Below are some conclusions

1. The dynamics that make up the development of the pedagogical strategy are rated by educators as highly innovative and effective. (According to measurement instrument applied at the close of the respective days)
2. The development of the training actions that make up the strategy can be carried out in different time periods: Day immersion, weekly or monthly sessions provide similar results in terms of meeting the pedagogical objectives. (according to validation of learning objectives monitoring tool)
3. The activity that generates the greatest memory in children is the experience of traveling to each PCI through virtual reality glasses. 95% of the children interviewed by their teachers, 1 month after the activity, stated “having gone to see a new world through glasses.”
4. 85% of children who start playing the video game finish it. Which implies that for each PCI they overcome two levels in which they face the shadow of oblivion and identify the characters and central elements of each Intangible Cultural Heritage. Those who do not finish it show limitations in access to the internet.
5. The content and multiple transmedia formats that make up the strategy offer various learning stimuli according to the profile, age, and context of each student. Which guarantees widespread participation in different activities
6. The concept of intangible cultural heritage is assimilated by children through the association with the metaphor “Living treasures”. The lessons learned allowed us to understand that the concept of intangible cultural heritage is easier to understand at the end of the sessions and internalize it through reflections on the family traditions of grandparents and elders.
7. The children and teachers express the desire that characters from all regions of Colombia be seen in the story and even more characters from the regions in which the school or educational center is located. The development of new characters and the incorporation of new intangible cultural heritage in an update of contents of the Borondo universe is pertinent.
8. The pedagogical strategy and its training actions have proven to be inclusive to achieve the participation of boys and girls with learning problems or reading and writing limitations.
9. The metaphor of Colombian superheroes associated with intangible cultural heritage makes it easier for children and teachers to identify the central characters of cultural expressions and identify with them. The devil of the Riosucio carnival (Chamy) is the favorite of the boys and the sahumadora of the Holy Week processions of Popayán (Francisca) is the favorite of the girls
10. The theoretical and practical training of the Borondo Volunteer network (10th and 11th grade students who act as facilitators) requires that each volunteer interact at least twice with a group of boys and girls to ensure their correct performance. in the role of facilitator.
11. The Borondo expedition pedagogical strategy has been validated by experts in Intangible Cultural Heritage at the national level, such as the Arts and Heritage Laboratory of the University of the Andes. They have included within their website, the reference to our educational conten

Conclusions

1. The dynamics that make up the development of the pedagogical strategy are rated by educators as highly innovative and effective. (According to measurement instrument applied at the close of the respective days)
2. The development of the training actions that make up the strategy can be carried out in different time periods: Day immersion, weekly or monthly sessions provide similar results in terms of meeting the pedagogical objectives. (according to validation of learning objectives monitoring tool)
3. The activity that generates the most recording in children is the experience of traveling to each PCI through virtual reality glasses. 95% of the children interviewed by their teachers, 1 month after the activity, stated “having gone to see a new world through glasses.”
4. 85% of children who start playing the video game finish it. Which implies that for each PCI they overcome two levels in which they face the shadow of oblivion and identify the characters and central elements of each Intangible Cultural Heritage. Those who do not finish it show limitations in access to the internet.
5. The content and multiple transmedia formats that make up the strategy offer various learning stimuli according to the profile, age and context of each student. Which guarantees widespread participation in different activities.
6. The concept of intangible cultural heritage is assimilated by children through the association with the metaphor “Living treasures”. The lessons learned allowed us to understand that the concept of intangible cultural heritage is easier to understand at the end of the sessions and internalize it through reflections on the family traditions of grandparents and elders.
7. The children and teachers express the desire that characters from all regions of Colombia be seen in the story and even more characters from the regions in which the school or educational center is located. The development of new characters and the incorporation of new intangible cultural heritage becomes relevant in an update of contents of the Borondo universe.
8. The pedagogical strategy and its training have proven to be inclusive to achieve the participation of action boys and girls with learning problems or reading and writing limitations.
9. The metaphor of Colombian superheroes associated with intangible cultural heritage makes it easier for children and teachers to identify the central characters of cultural expressions and identify with them. The devil of the Riosucio carnival (Chamy) is the favorite of the boys and the sahumadora of the Holy Week processions of Popayán (Francisca) is the favorite of the girls.
10. The theoretical and practical training of the Borondo Volunteer network (10th and 11th grade students who act as facilitators) requires that each volunteer interact at least twice with a group of boys and girls to ensure their correct performance. in the role of facilitator.
11. The Borondo expedition pedagogical strategy has been validated by experts in Intangible Cultural Heritage at the national level, such as the Arts and Heritage Laboratory of the University of the Andes. They have included within their website, the reference to our educational content: https://facartes.uniandes.edu....

We want to validate that the pedagogical strategy can be expanded to countries other than Colombia.

In this sense, interview educators and representatives of cultural organizations to make them aware of the experience in Colombia and, according to the context of the selected country, identify the driving elements and barriers for the development of Borondo in Latin America.

In the same way, validate which intangible cultural heritage of the selected country is relevant to include in a possible new version.

Based on this information, a work plan and a budget will be designed to size the possible expansion of the pedagogical and social inclusion strategy.

Additionally, we want to validate that after a year of having deployed the strategy in the first student groups, the level of recall and retention of knowledge is acceptable.

1) According to the context of a country other than Colombia, is it pertinent and appropriate to adapt the pedagogical strategy in said country, with the objective that children learn and value their intangible cultural heritage?

2) After a year of having developed the pedagogical strategy, what is the children's level of recall and appropriation of knowledge?

Interviews with those responsible for the issue of intangible cultural heritage in at least 4 countries other than Colombia. In these interviews it is expected to confirm the relevance of the pedagogical strategy for each of the selected countries.

These interviews would also seek to identify the adaptations that should be made to the current pedagogical strategy to be designed and implemented successfully in a new country.

Additionally, it would be ideal for the interviewees to identify the intangible cultural heritage issues of each country, recommend learning formats or tools and new content.

It would also be vital to investigate the governmental or private organizations in each country that can finance the development of the pedagogical strategy in each new country.

  This map of allies will allow in the future to seek funds and financial resources to materialize the expansion of the pedagogical strategy.
 
Being able to carry out these interviews requires that the scholarship recipients have in-depth knowledge of the current pedagogical strategy.
Once the interviews have been carried out, a report must be prepared in which the main findings, recommendations and conclusions are reflected.

This report must be presented to the Colombia team and to the representatives of the interviewed countries.

We will seek to develop a pilot on our own for at least one of the countries interviewed. We will adapt the Borondo Colombia pedagogical strategy to that country.

With the input from the interviews, we will look for allies that will allow us to develop the pedagogical strategy at the level of the other countries interviewed. With these inputs we will knock on the doors of government entities and private companies to show the results of the research and thus seek the resources to implement the international expansion of the pedagogical strategy.

1) Study that confirms the relevance of scaling the Borondo pedagogical strategy internationally 

2) Study that defines the aspects to adapt to the new selected countries in order to guarantee the success of the internationalization of the Borondo pedagogical strategy 

3) Identification of key allies in at least 4 Latin American countries to develop the internationalization project of the Borondo pedagogical strategy