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The playful educator

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Slides from my talk at the CounterPlay'16 Conference - play when it is difficult

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The playful educator

  1. 1. THE PLAYFUL EDUCATOR Rikke T. Nørgård (@RikkeToftN) Assistant professor, PhD CounterPlay’16: Play when it’s
  2. 2. PLAY HAS NO PLACE IN EDUCATION!!!
  3. 3. PLAY HAS NO PLACE IN EDUCATION!!! …hey wait a minute…?!? …yeah I know …let’s just wait a minute
  4. 4. A short round-trip The practice of being a playful educator (practice what you in a minute will preach) – CounterPlay’15 – FabLab@School Conference – Internet Week Denmark – Ozobot Thery Jam – Game.Play.Design – CounterPlay’16
  5. 5. Talking about playful education
  6. 6. Taking playfully about playful education
  7. 7. Practicing education as playful futuremaking
  8. 8. Playing at being a cool conference participant
  9. 9. Playful schoolchildren at a conference about future schooling Fremtidsø Vejle
  10. 10. Presenting & practicing playful education
  11. 11. Becoming your own playmaker at the Coding Pirates Technology Arcade
  12. 12. Being playful with theory in HE Ozobot theory jam ozobot theory jam
  13. 13. Having playful university courses Game.Play.Design
  14. 14. Being seriously playful with the Coding Pirates playing the refugee crisis
  15. 15. …so all this is done on the realisation that PLAY HAS NO PLACE IN EDUCATION …to escape
  16. 16. The battle between 2 modes of ’play in education’
  17. 17. Rule-bound play •Gamification •Gameful design •Games Contained in •Structures •System goals •Functions The system is in charge •Monologist •Dictator ??? Free-form play •Playfication •Playul design •Play Expressed through •Improvisations •Own goals •Emergence The player in charge is •Monologist •Anarchist
  18. 18. Beyond play & games in education
  19. 19. WHY?? (towards playfulness) “Playfulness is a way of engaging with particular contexts and objects that is similar to play but respects the purposes and goals of that object or context” (Miguel Sicart, Play Matters, 2014) “What we want is the attitude of play without the activity of play. We need to take the same stance towards things, the world, and others that we take during play. But we should not play: rather, we should perform as expected in that (serious) context and with that (serious) object. We want play without play. We want playfulness - the capacity to use play outside the
  20. 20. Could Open-ended education be an answer? Free play differs from open-ended play, as it stresses the freedom children have to play with whatever whenever they want. Open-ended play somewhat restricts children in their free play as it offers objects with design intentions. The challenge for open-ended play is to develop designs that are specific and easy to understand but also general enough to encourage imagination and creativity in how to use them. This idea is inspired by theories about situated action and about emergent behavior in decentralized systems. Instead of designing for goal-directed behavior, as is assumed by, for example, Norman’s action cycle, the situated actions model assumes that players do not structure their activity beforehand, but that activity
  21. 21. How to create playful education • Stop calling it play start calling it something like open-ended education or innovation (kill your darlings) • Explain what you do, why you do and how you do in educational terms so others outside the play community can comprehend the value of what you are doing – speak in the language of those you are speaking to (go to the dark side) • Create a powerful argument for being playful rather than digging trenches – create a shared foundation for new eduactional futures (be playful on the dark side)
  22. 22. The battleground of “21st century learning” Turning open-ended education into a powerful argument Some weapons of choice to argue for playful open-endedness •OECD •Digital literacy •Bloom’s taxonomy •21st century learning •Learning goals •Innovation & entrepreneurship •Educational theories & design theories
  23. 23. Taking the values and visions of “21st century learning” seriously According to the OECD, the world needs ‘versatilists’ – citizens capable of adapting to challenges in open- ended ways, acting on imagination through creating and participating in flexible democratic and collaborating ways Sleicher, Director for the OECD Directorate of Education and Skills
  24. 24. Taking the top tier of “21st century learning” seriously Revised & Inverted Bloom's educational taxonomy, Anderson & Krathwohl, 2001
  25. 25. Taking the qualities and characteristics of “21st century learning” seriously (Dettmer 2005, p. 73
  26. 26. Taking the qualities and characteristics of “21st century learning” seriously
  27. 27. Taking the core competencies of “21st century learning” seriously National Education Organisation
  28. 28. Creating a foundation for taking “21st century learning” seriously Toft, Herdis & Nørgård, Rikke Toft (2016). Pla(y)ceskabelse: når børn og robotteknologi mødes. Læring og Medier, No. 14, pp. 1-31 (Published)
  29. 29. Creating a foundation for taking “21st century learning” seriously Nørgård, Rikke Toft & Paaskesen, Rikke Berggreen (2016) Open-ended education: How open-endedness might foster and promote playful technological imagination, enterprising and participation in education, Forthcoming issue of Conjunctions
  30. 30. Creating a foundation for taking “21st century learning” seriously Aaen, Janus & Nørgård, Rikke Toft (2015). Participatory Academic Communities: a transdiciplinary perspective on participation in education beyond the institution. Conjunctions. Transdiciplinary Journal of Cultural Participation, Vol. 2, No. 2, pp. 67-98 (Published).
  31. 31. Pointing to processes for practicing “21st century learning” seriously Value-based & Vision-driven Educational Design Thinking Through open-ended processes http://designthinking.co.nz/design-thinking-for-government/
  32. 32. …but how does it all fit?
  33. 33. Future Educator Innovatio n Creating Playful open- ended education
  34. 34. marts 2016 Rikke Berggreen Paaskesen & Rikke Toft Nørgård Future Educator Innovatio n Creating Playful open- ended education Remixed by Playful open- ended students
  35. 35. Future Educator Innovation Creating Playful open-ended education Remixed by Playful openended students In a Playful open-ended society
  36. 36. PLAY HAS NO PLACE IN EDUCATION!!! …but perhaps playful open-ended education could find a place? ….by being a playful educator, researcher & adult WHAT DO YOU THINK? Twitter: @RikkeToftN Mail: rtoft@tdm.au.dk
  37. 37. • Nørgård, Rikke Toft & Paaskesen, Rikke Berggreen (2016) Open-ended education: How open- endedness might foster and promote playful technological imagination, enterprising and participation in education, Forthcoming issue of Conjunctions • Toft, Herdis & Nørgård, Rikke Toft (2016). Pla(y)ceskabelse: når børn og robotteknologi mødes. Læring og Medier, No. 14, pp. 1-31 (Published) • Nørgård, Rikke Toft (2015). Educational Design Thinking: on overcoming present tensions between educators and designers in design processes with new technologies within educational settings. Conference paper for Ethnography and Education Conference, 21., 22. and 23. September 2015, New College, Oxford University. • Aaen, Janus & Nørgård, Rikke Toft (2015). Participatory Academic Communities: a transdiciplinary perspective on participation in education beyond the institution. Conjunctions. Transdiciplinary Journal of Cultural Participation, Vol. 2, No. 2, pp. 67-98 (Published).

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