Changing The Game

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Changing The Game: data update and further international development

Year Founded:
Organization type: 
nonprofit/ngo/citizen sector
Project Stage:
$1,000 - $10,000
Project Summary
Elevator Pitch

Concise Summary: Help us pitch this solution! Provide an explanation within 3-4 short sentences.

Changing the Game is a strategic collaborative game on energy system planning. More than a game, it combines educational material, learning-by-doing and facilitated discourse. While game mechanics ensure scenario feasibility, the decision-making learners freely to negotiate their own priorities.

WHAT IF - Inspiration: Write one sentence that describes a way that your project dares to ask, "WHAT IF?"

What if everone understood how feasible change in the energy sector really is - both technically and economically?
About Project

Problem: What problem is this project trying to address?

The world experiences increased pressure in the energy sector. The fact-oriented debate in the political arena is scarce and the real trade-offs between environmental problems, economic pressure and energy security often remain hidden. To identify meaningful arguments for some key factors and quantitative interdependencies need to be seen. As long as those seem complex and abstract they remain difficult to debate for students and citizens.

Solution: What is the proposed solution? Please be specific!

Changing the Game makes energy challenge visible and tangible - at the scale where the most important political decisions are made. This is achieved by representing the amounts, types and carbon intensity of energy used today and in the future via colored Lego bricks. The future is up for debate: Condensed into "Change Cards", the impact of individual technical and behavioral changes are quantified and explained and are to be chosen as a new path into our energy future. Participants are challenged to argue their case and reach collaborative decisions - often starting from very different values, points of views and knowledge. As example, the use of nuclear power and the potential of behavioral change are often subject to controversy.
Impact: How does it Work

Example: Walk us through a specific example(s) of how this solution makes a difference; include its primary activities.

Changing the Game (CtG) uses LEGO bricks to translate words and numbers into a visual representation, which is appreciated for example by university teachers in 'Sustainable Energy' at the Technical University of Denmark. CtG makes the energy challenge tangible in the form structured discussion via detailed and carefully developed instructions. The self-facilitating experience with group learning effect enable a facilitated discourse where participants learn from and about each other. Even for large classes of 80-100 students. Informed discussion of the energy challenge draws a picture of the different scenarios. Understanding the foundations liberates from misconceptions of 'realistic' changes, and motivates for the course objectives.

Impact: What is the impact of the work to date? Also describe the projected future impact for the coming years.

+Already over 5000 students played CtG at Danish schools. +ca. 2000 university students have experienced CtG as hands-on energy planning with Changing the Game. Feedback from participants (we carried out surveys for several years) shows that they have not only learned about technical issues, but also gained an understanding of the intricacies of negotiation when trying to reach compromises that satisfy everyone. CtG can continually motivate participants to get involved in the energy challenge and take action: + Changing the game has already been translated to 5 languages by motivated students and NGOs (cf. and one has been travelling with a bike from "cape-to-cape" with CtG in his luggage ( +A CtG version for South-East Asia has been developed.

Spread Strategies: Moving forward, what are the main strategies for scaling impact?

+Update the data to secure relevance of Changing the Game from 2014 onward +Continue to facilitate Changing the Game in the nordic region the next 2-5 years, incl. website and materials. +With adequate funding, support of remodelling of Changing the Game to other Regions: South Africa and US contacts are already established. +further funding could enable the development of online support materials or other game versions. +To reach out to universities more fully, Energy Crossroads could employ part-time staff (next funding level required).

Financial Sustainability Plan: What is this solution’s plan to ensure financial sustainability?

+ Companies continued willingness to pay for facilitation of Changing the Game + Educational institutions (schools and universities) willingness to pay for facilitation of Changing the Game. + Continued success getting support from dedicated volunteers + Continued success getting support from funds

Marketplace: Who else is addressing the problem outlined here? How does the proposed project differ from these approaches?

1. Environmental organisations - We differentiate by our focused on the energy challenge and facilitation of energy related discussions and education 2. Educational institutions, study programs within energy and environment - Differ by not offering a visualised framework that support discussion of the energy future 3. Various online games and platforms for energy conservation/production - Differ by being less matured as concepts; the hands-on experinece with presence of other participants achieves a deeper learning than a disconnected multi-media experience.

Founding Story

In March 2009, Energy Crossroads Denmark hosted "OUR OPPORTUNITY" Conference where over 45 nationalities joined to address the European and global energy challenges. Here, those 120 students joined to experience the first version of "CtG". In planning this convention, Energy Crossroads Denmark volunteers wanted to bring more fun and coherence than the usual dispersed workshops. We thought of a game, aiming to both inform and engage participants in a debate on the future of Europe's energy. In a tour-de-force, the game was developed, supported by professional facilitators and energy experts. Still in 2009 two further editions, for students and school kids of CtG were developed and have proved an international success since.


The team is composed of Energy Crossroads Denmark volunteers. We are a diverse group of young professionals, academics and students. We have hosted Changing the Game at conferences, schools, universities nad and companies. With our extensive network in the energy and environment area beyond danish borders, we have /access to all needed qualifications, to reach a significant impact with limited funding.
About You
About You
First Name


Last Name


About Your Project
Organization Name
How long has your organization been operating?

Organization Country

Denmark, Copenhagen

Country where this project is creating social impact
What awards or honors has the project received?
Funding: How is your project financial supported?

Individuals, Foundations, NGOs, Businesses.


Changing the Game is certified as an Official Partner of Sustainable Energy Europe.

Primary Target Age Group

13 - 17, 18 - 35, 35+.

Your role in Education

Teacher, Other.

Please specify which of the following best applies:

I am applying on behalf of a particular program or initiative.

The type of school(s) your solution is affiliated with (if applicable)


Intervention Focus

Curricular, Extracurricular, Professional Development, Policy or Analysis.

Does your project utilize any of the innovative design principles below?

Equip Adults to Drive Change in Learning: Providing creative learning experiences for teachers, parents, working professions and others that empowers them to drive change in any part of the learning ecosystem.

Is your project targeted at solving any of the following key barriers?

Trapped Between Competing Pressures: Educators face a lack of capacity to re-imagine and restructure educational settings.


Help us extend the network and create national hubs for sharing Changing the Game resources and facilitators.


We offer an educational tool and the support to bring it to your community.

What key learning outcomes does your work seek to improve?

+ underline the necessity of changing the energy supply system
+ suggest methods to change the energy supply and storage system

Secondary Form
PROGRAM DESIGN CLARITY: We are hungry to know more about what exactly your model consists of. Please succinctly list a) what main activities are you doing with your beneficiaries, b) where you carry out the activities? c) how often? d) for how many hours? e) who delivers the services? and f) any other brief details
INSPIRATION: What do you consider the most important trends or evidence that inspire you to believe the world is ready to Re-imagine Learning? Please elaborate.
LEARNING THROUGH PLAY: What does “learning through play” mean to you and why it is a must-have, instead of a nice to have?
SUSTAINABILITY: Please list a quick breakdown of your funding, indicating the percentage that comes from each source.
MODEL: How does your mission relate to your business model (i.e. Non-profit, for-profit or hybrid)?
FUNDING PRIORITIES: If your organization were given $20K in unrestricted funding today, how would you use it? Why?
PARTNERSHIPS: Tell us about your partnerships that enhance your approach.
COLLABORATIONS: Have you considered or initiated partnerships with any of the other Challenge Pacesetters? If so, please share.
VISION: If you had unlimited funding, and you could fast forward 15 years to when your program has been able to achieve wild success - what will it have achieved?
IMPACT - KEY METRICS: Please list the key data points that you would cite as evidence that you are able to achieve lasting learning outcomes. Please also share one data point for which you most hope to see better results over time
IMPACT - REPORTING SAMPLE: Please attach any examples of your impact reporting. [optional]:
RESEARCH AND EVIDENCE: Please link or attach any research or evidence resource you are open to sharing more widely [optional]. Building research and evidence is a key aim of this initiative, and the resources you share may be chosen for listing in the Center for Education Innovations library:
SOURCE: If applicable - who created the research or evidence you are choosing to share? :
IMPACT - REACH: How many people did your project directly engage in programmatic activities in the last year?

STUDY: Has an external evaluation or study been conducted of your organization?

Other (please specify)
Number of Employees:

Number of Volunteers:

APPROACHES: Given the complexity of play, it is not surprising that there have been numerous research attempts to categorize the different types and approaches! Please indicate which of the following your project focuses on.

Other (please specify)
AFFILIATION: Please specify if your organization has any existing affiliations with the LEGO Group.