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![“[…] it may be time to suggest that academic
development needs to change with the times. Our
agenda needs to be explicitly transformative as
opposed to more compliant. We need to articulate our
vision of the student learning experience in the 21st
century, and influence policy to move teaching and
learning forward and provide the necessary purposeful
development framework.” (Stefani, 2017, 204)
The role of academic development](https://image.slidesharecdn.com/cnlseplayfullearning-180205202029/75/The-university-as-a-playground-invited-LSE-workshop-18-January-2018-26-2048.jpg)
Uploaded byChrissi Nerantzi
The university as a playground... invited LSE workshop 18 January 2018
The document discusses the role of playfulness and creativity in higher education learning and teaching. It provides examples of how introducing playful elements can help students to experiment with ideas, take risks, and reimagine the world. The workshop then explores opportunities to inject more playfulness into teaching practices through discussion and creative activities.
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The university as a playground... invited LSE workshop 18 January 2018
- 1. “If you don’tfeel like an idiot at least once a day, you need to work less and play more. Dumb errors force us to learn, progress and innovate.” (Kessels, 2016, 129) The university as a playground London School of Economics, 6 February 2018 http://ancientrome.ru/art/artwork/ceramics/gr/c0084.jpg Dr Chrissi Nerantzi (FSEDA, PFHEA, CMALT, NTF) @chrissinerantzi
- 2. “……………………………….……. try outideas, test theories, experiment with symbol systems, explore social relations, take risks, and reimagine the world. Failure is an opportunity to try again.” (Project Zero, 2016, 4) Missing words: Complete the gap when you arrive
- 3. The workshop plan •Discuss playfulness and creativity in learning and teaching in higher education • Share creative practices from Manchester Met • Explore opportunities to inject playfulness in own practice
- 4. Evolution new ideas fromexisting ideas Synthesis combination of existing ideas Revolution brand new ideas Re-application existing ideas in new light Changing direction new path when old doesn’t work Creative methods (Harris, 1998)
- 5. “Original, creative thinking almostalways builds on other people’s ideas.” (Resnick, 2017, ix)
- 6. Nerantzi, C. (2016)Learning to play, playing to learn: the rise of playful learning in higher education – Digifest 2016, 25 February 2016, available at https://www.jisc.ac.uk/news/learning- to-play-playing-to-learn-the-rise-of-playful-learning-in-he-25-feb-2016 interviewed by Michelle Pauli Reading
- 7. Introductions & sharesomething you love about teaching!
- 8. • Capture somethingyou did recently in one of your modules/sessions that didn’t work. • Make some notes about it on a piece of paper. • Make a ball out of this. • Add it to the wall bin. Use white/blue tag so that it sticks. • Add your name next to it. Bin it! 1/2
- 9. Play and itsconnection to creativity Explore! Remember the playground? Baby, Toddler, Teenager!
- 10. “People often associateplay with laughter, fun, and having a good time. It’s easy to understand why play often involves all these things. But that description misses what’s most important about play- and why play is so important to creativity. Creativity doesn’t come from laughter and fun: It comes from experimenting, taking risks, and testing the boundaries.” (Resnick, 2017, 128)
- 11. “The major domainsinvolve different modes of inquiry, different rules/symbols, different ways to generate new knowledge, and different disciplinary cultures and historical developments. This suggests that before one can be creative, one must first master the respective discipline.” (Blessinger & Watts, 2017, 7) Does this also apply to innovating in teaching?
- 12. “Learn the rules likea pro, so you can break them like an artist.” Pablo Picasso “If you don’t know the rules, you don’t know not to break them. The amateur doesn’t fear failure.” (Kessels, 2016, 43)
- 13. Go to www.menti.com andenter… 92 17 77 Let’s try this!
- 14. Total 6. How valuableare the following to you personally in making pedagogic innovation happen? Extremely valuable valuable not sure reduced value not valuable at all no response 144creativity 102 39 2 1 0 4 144playfulness 56 51 23 12 2 4 144education 73 60 8 3 0 4 144experience 53 74 12 5 0 4 141part of a network 38 75 20 8 0 7 145collaboration 58 66 17 3 1 3 145institutional support 52 64 17 9 3 3 143culture 40 72 23 5 3 5 145resilience 63 57 21 4 0 3 145courage 73 49 20 2 1 3 143cautiousness 6 29 29 59 20 5 144proactivity 70 64 10 0 0 4 144determination 68 70 5 1 0 4 142use of technology 23 72 33 13 1 6 143spotting opportunities 66 65 11 1 0 5 143obstacles 8 41 50 33 11 5 144time 51 71 16 6 0 4 144serendipity 31 66 36 10 1 4 144people 70 56 12 6 0 4 143space 30 58 39 16 0 5 142risk 27 53 40 22 0 6 144ideas 94 45 4 1 0 4 137experimentation 82 48 5 2 0 11 Pedagogic innovators project… raw data…
- 15. The Cognitive Domainand Bloom’s Taxonomy 16 evaluation synthesis analysis application comprehension knowledge creating evaluating analysing applying understanding remembering Bloom’s Taxonomoy (1956) Anderson and Krathwohl Revision (2001)Educational Psychology Interactive: The Cognitive Domain Is this problematic?
- 16. The three domainsof learning (Bloom, 1984) cognitive, affective, psychomotor Head Head Heart Hand
- 17. "The Teacher andthe book are no longer the only instructors; the hands, the eyes, the ears, in fact the whole body, become sources of information, while teacher and textbook become respectively the starter and the tester. No book or map is a substitute for personal experience; they cannot take the place of the actual journey." (Dewey, Schools of To-morrow, 1915, 74)
- 18. Draw it! Deconstructand construct your learning model. Work with the person next to you. https://cdn.pixabay.com/photo/2016/09/24/20/47/pencil-1692532_960_720.jpg
- 19.
- 20. Curriculum … is acreative act but it usually focuses on… •norm •core knowledge of discipline •assessment •orientation internally and externally •informal adjustments ongoing •crammed? Creative Curriculum … is a creative act that focuses on… •less stuff!!! •focus on concepts •process driven •sufficient time •space and spaces •flexibility •contextualising and personalising •freedom •choice and variety •stimulating •challenging •fun and playful •dialogue, debate and collaboration •development also for staff
- 21. Creative reflection (James& Brookfield (2014, 54) Criticality Creativity Playfulness Imagination Reflection
- 22. 4Ps… of creativelearning (Resnick, 2017, 16-17) 4Ps Projects Passion Peers Play Anything missing?
- 23. Three main theoriesof teaching (Ramsden, 2008) Creativity and Learning Ecologies (Jackson, 2015) Playground model (Nerantzi, 2015) Theory 1: Teaching as telling, transmission or delivery - passive Education 1.0/Creativity 1.0/Learning Ecology 1.0 – instructivist Playground 1.0 supervised > feeling safe, developing trust Theory 2: Teaching as organising or facilitating student activity - active Education 2.0/Creativity 2.0/Learning Ecology 2.0 – constructivist Playground 2.0 participatory > gaining playful confidence through guided playful learning Theory 3: Teaching as making learning possible – self-directed Education 3.0/Creativity 3.0/Learning Ecology 3.0 - connectivist Playground 3.0 self- determined > autonomy, developing and sustaining play-active practice
- 24. Visualisation by LizWalshaw The playground model (Nerantzi, 2015) presented in relation to other theories and frameworks (Bloom, 1984; Jackson, 2015; Nerantzi, 2017; Ramsden, 2008)
- 25. A potpourri of appliedplayfulness
- 26. “[…] it maybe time to suggest that academic development needs to change with the times. Our agenda needs to be explicitly transformative as opposed to more compliant. We need to articulate our vision of the student learning experience in the 21st century, and influence policy to move teaching and learning forward and provide the necessary purposeful development framework.” (Stefani, 2017, 204) The role of academic development
- 27.
- 28. recording Moodle submission Creativity forlearning in HE module (MA level) since 2014 at ManMet
- 29. https://youtu.be/NoWwdidOiSY The LEGO inHE courses at MMU, opportunity to link to CPD unit at postgrad level
- 30. Using LSP toevaluate an undergraduate module at Manchester Met “The familiar, playful and simplistic form of Lego was why many of the group (who did not identify as being creative or confident) felt so comfortable with using it as a prop to express their thoughts and feelings. The group focused more on the feedback as a whole reflective process, rather than being distracted by answering set questions.” Nerantzi, C., Moravej, H. & Johnson, F. (2015) Play brings openness or using a creative approach to evaluate an undergraduate unit and move forward together, JPAAP, Vol 3, No. 2, pp. 82-91, available at http://jpaap.napier.ac.uk/index.php/JPAAP/article/view/141
- 31. “Sell your bargains”(Nerantzi, 2013) an alternative reality game, first played in HE in 2010/11, developed for teacher education in FE, Adult and Community Learning in 2006
- 32. “Sell your bargains”game • Stage 1: Select – Threshold concept (authentic problem (individual task) • Stage 2: Share and discuss problem, Invest – creative intervention (collaborative task) • Stage 3: Surprise – test in practice, Case study (individual task (public voting)
- 33. So, what happens? http://rebeccajacksonpgcap.wordpress.com/sell- your-bargains/ Videoset http://www.youtube.com/playlist?list=PL344DE3772E336242 “It was so much fun I think I forgot I was learning, but then maybe that was the point!”
- 34. • fun andenjoyable experience • learning through play (not experienced before) • playing with colleagues from other disciplines • partnering • using different learning spaces • freedom despite structure • thinking outside-the-box • experimenting with digital tools (own devices and freely available online platforms) • reflect on own practice and think about introducing game-based learning with own students benefits
- 35. Professional Recognition HEA (AFHEA,FHEA), Good Standing FLEX developmental CPD programme Academic qualifications (PgCert, MA in HE) Informal CPD FLEX 15 FLEX 30 Formal route Informal route
- 36. An example ofimpact on a Manchester Met colleague Haleh Moravej Greenhouse member Food for thought clip Good Practice clip ILTA and DAPP team-teaching Man Met Student Led Teaching Award in 2014 National and International Green Gown Winner in 2016 Introduced to LSP Academic paper with student (use of LSP), JPAAP Conferences (RAISE & APT) PgCert LTHE + FHEA #LTHEchat guest + organising team TLC webinar guest AnxietyUK > #mindmunch, weekly tweetchat introduced
- 37. 24 Oct 17,Nutritional Sciences, L4 The Mediterranean diet, a collaboration with Haleh Moravej, Senior Lecturer in Nutritional Sciences, Manchester Met
- 38. 24 Oct 17,Nutritional Sciences, L4 The Mediterranean diet through inquiry-based learning
- 39. Exploring playful learning inown context
- 40. In pairs: • Pickup the other person’s “binned idea”. • Come up with an idea to upcycle it. • Use the boats and what follows ;) • Work with the originator. image source: http://upload.wikimedia.org/wikipedia/commons/6/6a/Paperball.png http://www2.psd100.com/ppp/2013/10/0401/recycle-bin-empty-icon-1004144319.png Un-bin it! 2/2
- 41. Let’s give boardgames a go!
- 42.
- 43. Educational benefits oftraditional games (Whitton & Moseley, 2012, 139) • “They require no technical knowledge to create or play. • They can be produced cheaply and easily using readily available materials. • Inspiration and working gameplay approaches can be readily sourced from existing board, card or other games. • They can encourage group working and discussion. • They can be reproduced and amended easily.”
- 44. Some questions tohelp you get started • What is your game about? • How do you win? • Is the purpose fun, education, or both? • Is your game a straight dice roller where players move on a linear track or do players need to role play, complete mini games, or follow another format? • Do you need dice or a spinner? • How do players move across the board? • Do you need to make special game cards? Source: http://boardgames.lovetoknow.com/Create_Your_Own_Printable_Board_Game
- 45. Board-games, potential uses Thresholdconcepts Reflection Problem solving Revision Process Framework/model/ theory Community/team/ group building Icebreaker Storytelling Assessment
- 46.
- 47.
- 48.
- 49. “In playful learning,children try out ideas, test theories, experiment with symbol systems, explore social relations, take risks, and reimagine the world. Failure is an opportunity to try again.” (Project Zero, 2016, 4) Complete the gap when you arrive
- 50. The Power ofPlay Alison James and Chrissi Nerantzi (eds.) >>> 63 contributors In preparation
- 51. References Bateson, P. &Martin, P. (2013) Play, playfulness, creativity and innovation. Cambridge: Cambridge University Press. Blessinger, P. & Watts, L. S. (2017) History and nature of creative learning, in: Blessinger, P. & Watts, L. S. (eds.) (2017) Creative Learning in higher education. International perspectives and approaches, Oxon: Routledge, pp. 3-13. Bloom, B. S. (1984) Taxonomy of Educational Objectives Book 1: Cognitive Domain, 2nd edition. New York: Longman. Brookfield, S. (2017) Creative approaches to stimulate classroom discussions, in: Watts, L.S. & Blessinger, P. (2017) Creative learning in higher education. International perspectives and approaches, London: Routledge, pp. 159-176 Brown, S. (2010) Play. How it shapes the brain, opens the imagination, and invigorates the soul, New York: Penguin. Harris, R. (1998) Introduction to creative thinking, Visual Salt, available at https://www.virtualsalt.com/crebook1.htm Jackson( 2015) TOWARDS CREATIVITY 3.0:A Narrative for Creativity & Learning Ecologiesin Higher Education, in: Finding our Element, Creative Academic Magazine, Issue 1, February 2015, pp. 32-37, available at http://www.creativeacademic.uk/magazine.html James, A. & Brookfield S. (2014) Engaging Imagination. Helping Students become creative and reflective thinkers, San Francisco, CA: Jossey- Bass. Kessels, E. (2016) Failed it! How to turn mistakes into ideas and other advice for successfully screwing up, London: Phaidon press. Nerantzi, C. (2015) The Playground Model for Creative Professional Development, In: Nerantzi, C. & James, A. (eds.) (2015) Exploring Play in Higher Education, Creative Academic Magazine, Issue 2A, June 2015, pp. 40-50, available at http://www.creativeacademic.uk/ Nerantzi, C. (2013) “Sell your bargains” Playing a mixed-reality game with academics to spice-up teaching in HE, in: Baek, Y and Whitton, N. (Eds.) Cases on Digital Game-Based Learning: Methods, Models and Strategies, Information Science Reference, Hershey: IGI Global, pp. 131- 144. Project Zero (2016) Towards a pedagogy of play. Harvard Graduate School of Education. Accessed from http://pz.harvard.edu/resources/towards-a-pedagogy-of-play Ramsden, P. (2008) The future of higher education: Teaching and the student experience. London: Department for Innovation, Universities and Skills. Resnick, M. (2017) Lifelong kindergarten. Cultivating creativity through projects, passion, peers, and play. Cambridge (MA): MIT Press Stefani, L. (2017) Realizing the potential for creativity in teaching and learning, in: Blessinger, P. & Watts, L. S. (eds.) (2017) Creative Learning in higher education. International perspectives and approaches, Oxon: Routledge, pp. 196-209 Whitton, N. & Moseley, A. (2012) Designing low-cost games for learning, in:Whitton, N. & Moseley, A. (eds.) Using games to enhance learning and teaching. A beginner’s guide, Oxon: Routledge
- 52. “If you don’tfeel like an idiot at least once a day, you need to work less and play more. Dumb errors force us to learn, progress and innovate.” (Kessels, 2016, 129) The university as a playground London School of Economics, 6 February 2018 http://ancientrome.ru/art/artwork/ceramics/gr/c0084.jpg Dr Chrissi Nerantzi (FSEDA, PFHEA, CMALT, NTF) @chrissinerantzi