learning through play in HE


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A presentation used for the CMC11 MOOC webinar (Dec 2011) to showcase the mixed-reality game 'Sell your bargains'

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learning through play in HE

  1. 1. Learning through play in Higher Education Learning and Teaching in Higher Education Module, Postgraduate Certificate in Academic Practice Life must be lived You can as play. discover more about a person in an hour of play than in a year of conversation. No one ever teaches well who wants to teach, or governs well who wants to govern.http://www.flickr.com/photos/almarams/3902611177/
  2. 2. • (week 4) Metaliteracy (Tom MacKey and Trudy E. Jacobson) – (umbrella term for multiple literacies needed to operate effectively in the digital age) context• (week 5) Synthesising and Refining Creativity (Alicia Arnold) – multi- and cross-culturalism influence creativity• (week 6) Creativity drives innovation (Russell Schoen) Foursight (TM) Process - Deliberate creative process (Clarify situation -> Generate ideas -> Develop solutions -> Implement actions)• (week 7) Creative Problem Solving (Stavros Michailidis) Creativity Chrissi, as a risky business, risk tolerance a learner #CMC11 MOOC• http://www.cdlprojects.com/cmc11blog/
  3. 3. Who is who Frances Kirsty Neil Deaglan • Postgraduate John Fabrizio Certificate in Academic Practice • Multi-disciplinary programme • Teaching Fiona qualification and Fellowship of the Higher Education Academywww.salford.ac.uk
  4. 4. Where we are
  5. 5. What does the universityembody for you?
  6. 6. Prof. Anne Boddington Dean of the Faculty of Arts, University of Brighton (UK) defined universities as a place and a space to• sustain conversations• shape the future of human life• stimulate innovation• shape new structures of and for learning• shape new pedagogies
  7. 7. Learning through play at University?
  8. 8. mixed reality games in Higher Education“The rationale behind the use of alternative reality games is thatthe use of problem-based, experiential and collaborative activitiesin alternative reality games makes them ideally suited to teachingin higher education; particularly as they enable players to becomeinvolved in both playing and shaping the narrative as it emerges.”(Whitton, 2010, 87) Dr. Nicola Whitton Research Fellow, Education and Social Research Institute, Manchester Metropolitan University Blog: http://playthinklearn.net/ Twitter: @nicwhitton
  9. 9. the social meaning of creativity“human appetite for making things”(Gauntlett, 2011, p. 61) David Gauntlett Professor of Media and Communications at the Communication and Media Research Institute (CAMRI) University of Westminster http://www.makingisconnecting.org/
  10. 10. mixed-reality game ‘sell your bargains’ to spice up teaching and learning in HEdirect link http://www.flickr.com/photos/chrissinerantzi/6315009414/
  11. 11. Stage 1: Select…Identify a topic you feel students struggleto grasp in your subject area…
  12. 12. Stage 2: Invest…In pairs, what prop couldyou purchase to explainthis…1 hour to pick, purchaseand present…
  13. 13. Stage 3: Surprise…Digital story: Blog, share,reflect and demonstrateyour ideas and rationaleto your students andpeers…What were the surprises?
  14. 14. “It was so much fun Ithink I forgot I waslearning, but then “Ho vinto,maybe that was the ho vinto! (Ipoint!” won : )”
  15. 15. It was fun. Working with others from other disciplines but finding a lot of common ground. It was beneficial to get different perspectives of a difficult problem. Then coming together to see what others had done & their rationale was also really useful.
  16. 16. I found it highly beneficial. I never thought I could exploit our natural curiosity to explore and play as a medium to learn; through my activeengagement as a player/learner in the game I realised that I could design this element in my academic modules. I have also realised that this is a good way to foster deep rather than superficial learning. Furthermore the game was pleasurable and enjoyable, and although ithad a title and quite a rigid structure, it didnt have any extrinsic goals, i.e. there was no prescribed learning that ought to have occurred.Thanks to this freedom, or “gaps” (as said in yesterday’s session), learning occurred creatively. Specifically my learning was enhanced by movingabout in a physical space (which could be recreated with a board game inclass through an element of make-believe). I felt that this way of learning caters for different kinds of learners and is easily adaptable to how you are feeling at that moment in time when learning occurs. Finally it really gave me a boost in experimenting with digital interactive tools for learning and teaching.
  17. 17. I really enjoyed the element of having to think onyour feet and develop the ideas as you went along.It was really interesting working with others from a different discipline to myself as this helped me tosee the different perspectives that people can haveon the same topic. I enjoyed the element of taking photos/videos and using these to help to tell our story at the end.
  18. 18. issues• technologies• complexity of tasks• task 3: storytelling not clear enough• organising• supporting• not challenging enough (1 player)
  19. 19. ripple effect“I think I could use it with small groups of students as part of their pbl process tomake it more interesting for them. I think it would encourage them to demonstratetheir learning in a more interesting and challenging way.” “I dont think I would chose to use this experience with my students. I feel some of the more traditional techniques would offer a better learning experience such as Problem Based Learning.”
  20. 20. http://www.guardian.co.uk/society/2011/jan/02/25-predictions-25-years
  21. 21. Questions and reflections
  22. 22. BIG thank you to• Kirsty, Fiona, Frances, Neil, Fabrizio, Deaglan and John from the University of Salford• Carol Yeager from the #CMC11 MOOC• all webinar participants
  23. 23. the end of #CMC11 and a new beginning!http://www.flickr.com/photos/mikejonesphoto/2932001534/
  24. 24. Anything else?
  25. 25. References• Barrows, H. S. and Tamblyn, R. M. 1980. Problem-based Learning. An Approach to Medical Education. New York: Springer.• Boud, D, Cohen, R, Sampson, J (2001) Peer Learning in Higher Education: Learning from and with each other, London: Kogan.• Burnard, Pamela; Craft, Anna; Cremin, Teresa; Duffy, Bernadette; Hanson, Ruth; Keene, Jean; Haynes, Lindsay and Burns, Dawn (2006). Documenting ‘possibility thinking’: a journey of collaborative enquiry. International Journal of Early Years Education, 14(3), pp. 243–262., available at http://oro.open.ac.uk/6546/1/6546.pdf• Glynis, C (online) Threshold Concepts: Undergraduate Teaching, Postgraduate Training and Professional Development, A short introduction and bibliography, available at http://www.ee.ucl.ac.uk/~mflanaga/thresholds.html• Meyer, J.H.F. and Land, R. (2003) Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising, In: Rust, C. (ed.), Improving Student Learning - Theory and Practice Ten Years On. Oxford: Oxford Centre for Staff and Learning Development (OCSLD), pp 412-424.• Mezirow, J. Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass, 1991.• Rogers, C. R. (1983). Freedom to Learn for the 80s. Columbus: Merrill.• Schön D (1983) The reflective practitioner. Basic Books: New York.• Whitton, N (2010) Learning with Digital Games. A Practical Guide to Engaging Students in Higher Education, open and flexible learning series, Oxon: Routledge.
  26. 26. Learning in Higher Education through play Learning and Teaching in Higher Education Module, Postgraduate Certificate in Academic Practice PGCAP programme site at http://www.adu.salford.ac.uk/ html/pgcert/intro.html Twitter @pgcap YouTubecontact Chrissi Nerantzi, pgcapsalford the game organiser atc.nerantzi@salford.ac.ukhttp://www.flickr.com/photos/almarams/3902611177/