Would Plato Lego?Chrissi NerantziChrissi NerantziAcademic Developer, University of Salford@chrissinerantzic.nerantzi@salfo...
first things first! If you have a smart phone or tablet with you,please download the free Socrative app now!Available for ...
you the teacherQ: Who are you as ateacher?Task 1 (5 mins):Create amodel using Lego andadd a caption on thepost-it noteTask...
“My Lego Learner“Probably due to my position as astudent rather than teacher I mustadmit I was a little late to thesession...
• Socrates : switchingon minds throughquestions! Socraticquestioning: deepquestions to triggercritical thinking• Socrates:...
http://www.flickr.com/photos/almarams/3902611177/You candiscover moreabout a personin an hour ofplay than in ayear ofconve...
“Play isn’t the enemy of learning, it’s learning’s partner. Play is like fertilizer for braingrowth. It’s crazy not to use...
Thinking with our hands• Making• Playing/Reflecting/Learningwith Lego– from replication touniqueness– from literal models ...
“giving the thing a name that belongs to something else”metaphor according to Aristotle
metaphors“Metaphor systematically disorganizes the common senseof things – jumbling together the abstract with theconcrete...
PostgraduateCertificate in AcademicPractice (@PGCAP)• active experimentation• Lego in the context of the Learning andTeach...
Why a Professional Discussion?
the answer is in here...“When we walk into our workplace, the classroom,we close the door on our colleagues. When weemerge...
... combined with...Hallgrimsson (2012) notes that exploratory 3Dmodeling enables the designer to inform theirmental journ...
... and...“Taking time to make something, using the hands,gave people the opportunity to clarify thoughts orfeelings, and ...
So what happens?before (30minutes)• guidelines shared• making a Legomodel that capturesthe learning journeyduring (30minut...
Lego learning method 4 CConnect: reflecting on experiences andlearningConstruct: constructing of a model linked tothisCont...
“This model shows my movement from black and white, linear teaching towards a broaderunderstanding of good teaching and a ...
“[There is] a gap between lecturers’ statedbeliefs and actual teaching practices: lecturersmay, for example, claim to hold...
Methodology, method and findingsPhenomenography (Marton, 1994)Individual video interviewsCategories of description•method•...
method“[The Lego model] allowed me tofocus on the journey as a wholegoing through the PGCAP ratherthan going through how I...
communication“As a talkingpoint,excellentand as acreativemeans ofthinkingabout theirreflection,excellent.”“It is evident t...
feelings“Initially it was a bitoverwhelming becauseI am not very good atbuilding things”“Modelling in Lego wasuseful as I ...
impact “I am a big fan of play andI will be looking for ways touse with my students”“I will be stealingthis idea formyself...
method•natural conversation•focus and be reflective•sceptic because ofnovelty•share experiences•better prepared forassessm...
Resultsrelaxedmore reflectivearticulate with more easemetaphors richness of learning andimpact of module on practicedeeper...
you the designer(s)Ideal learning spaces for...(define context first)Task 1 (5 minutes): create an area ofthis space (indi...
How could I useLego in mypractice?
WouldPlato & AristotleLego?
Let’s try thistogether!Access your (brand new) socrative app and type in room:chrissiNow reply to a few questions about th...
useful links• Lego in education scoop it http://www.scoop.it/t/lego-in-education• Lego links on diigohttp://www.diigo.com/...
ReferencesBrown, S. (2010) Play. How it shapes the brain, opens the imagination,and invigoratesthe soul, London: Avery, Pe...
source: www.slideshare.net
Would Plato Lego?Chrissi NerantziAcademic Developer, University of Salford@chrissinerantzic.nerantzi@salford.ac.ukphotos w...
Would Plato love Lego, inspirED seminar, University of Dundee 17 April 2013,
Would Plato love Lego, inspirED seminar, University of Dundee 17 April 2013,
Would Plato love Lego, inspirED seminar, University of Dundee 17 April 2013,
Would Plato love Lego, inspirED seminar, University of Dundee 17 April 2013,
Upcoming SlideShare
Loading in …5
×

Would Plato love Lego, inspirED seminar, University of Dundee 17 April 2013,

3,159 views

Published on

Videos linked to our Professional Discussions at http://www.youtube.com/playlist?list=PL9AA3BD8E7263D435&feature=view_all

Official programme sapce at

Learning journeys #lthejan12 http://www.flickr.com/photos/pgcap/sets/72157629541603128/

Learning journeys #lthesep12 http://www.flickr.com/photos/pgcap/sets/72157632104255891/

official PGCAP Programme site http://www.hr.salford.ac.uk/employee-development-section/pgcap

0 Comments
4 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
3,159
On SlideShare
0
From Embeds
0
Number of Embeds
53
Actions
Shares
0
Downloads
15
Comments
0
Likes
4
Embeds 0
No embeds

No notes for slide

Would Plato love Lego, inspirED seminar, University of Dundee 17 April 2013,

  1. Would Plato Lego?Chrissi NerantziChrissi NerantziAcademic Developer, University of Salford@chrissinerantzic.nerantzi@salford.ac.ukUsing metaphors through model making to aid reflectioninspirED Seminar, University of Dundee, 17 April 2013
  2. first things first! If you have a smart phone or tablet with you,please download the free Socrative app now!Available for Apple and Android devices ;)Student version!!!
  3. you the teacherQ: Who are you as ateacher?Task 1 (5 mins):Create amodel using Lego andadd a caption on thepost-it noteTask2 (5 mins): Sharewith others and discuss
  4. “My Lego Learner“Probably due to my position as astudent rather than teacher I mustadmit I was a little late to thesession this week and missed outon making my Lego learner. So Ihave made my own Moshi Legolearner.My learner likes a little shelter,something to stand on (priorknowledge or achievement), to beprepared (the stack of books) and aprize (I like a qualification orcertificate).”Juliette Wilson, PGCAP studenthttp://cpdjuliettewilson.wordpress.com/2013/02/09/39/photo by Juliette Wilson
  5. • Socrates : switchingon minds throughquestions! Socraticquestioning: deepquestions to triggercritical thinking• Socrates: “I don’tsee the point in thetechnology ofwriting! It makespeople lazy andweakens theirmemory as they relyon the writtenword!”Thinking
  6. http://www.flickr.com/photos/almarams/3902611177/You candiscover moreabout a personin an hour ofplay than in ayear ofconversation..
  7. “Play isn’t the enemy of learning, it’s learning’s partner. Play is like fertilizer for braingrowth. It’s crazy not to use it.” (Brown, 2010, 101)“As we grow older, we are taught that learning should be serious, that subjects arecomplicated. These serious subjects take serious study, we are told, and play onlytrivializes them.” (Brown, 2010, 101)“Stepping out of a normal routine, finding novelty, being open to serendipity,enjoying the unexpected, embracing a little risk, and finding pleasure in theheightened vividness of life. These are all qualities of a state of play.” (Brown, 2010,173)“Play is nature’s greatest tool for creating new neural networks and for reconcilingcognitive difficulties. The abilities to make new patterns, find the unusual amongthe common, and spark curiosity and alert observation are all fostered by being in astate of play. When we play, dilemmas and challenges will naturally filter throughthe unconscious mind and work themselves out. It is not at all uncommon forpeople to come back not only reenergized, but also with fresh ideas for work”(Brown, 2010, 128)
  8. Thinking with our hands• Making• Playing/Reflecting/Learningwith Lego– from replication touniqueness– from literal models tometaphorical models• Connectionism (Papert) >learning through makingmental/real modelsimage created using http://www.tagxedo.com/
  9. “giving the thing a name that belongs to something else”metaphor according to Aristotle
  10. metaphors“Metaphor systematically disorganizes the common senseof things – jumbling together the abstract with theconcrete, the physical with the psychological, the likewith the unlike – and reorganizes it into uncommoncombinations.” (Geary, 2012, 2)“It is easy enough to label a specific emotion, such asgrief, fear, pride or happiness. It is much harder to conveythe actual qualitative experience of that emotion. Butmetaphorical language can describe the indescribable.”(Geary, 2012, 211)
  11. PostgraduateCertificate in AcademicPractice (@PGCAP)• active experimentation• Lego in the context of the Learning andTeaching in Higher Education module• Assessment as learning > social mediaportfolios• Professional discussion > Lego modelmaking activity
  12. Why a Professional Discussion?
  13. the answer is in here...“When we walk into our workplace, the classroom,we close the door on our colleagues. When weemerge, we rarely talk about what happened orwhat needs to happen next, for we have no sharedexperience to talk about. Then, instead of callingthis the isolationism it is and trying to overcome it,we claim it as a virtue called ‘academic freedom’:my classroom is my castle, and the sovereigns ofother fiefdoms are not welcome here.”Palmer (2007, 147)
  14. ... combined with...Hallgrimsson (2012) notes that exploratory 3Dmodeling enables the designer to inform theirmental journey which often leads to unexpectedinsights which can create innovative responses.
  15. ... and...“Taking time to make something, using the hands,gave people the opportunity to clarify thoughts orfeelings, and to see the subject-matter in a newlight. And having an image or physical object topresent and discuss enabled them to communicateand connect with other people more directly.”Gauntlett (2011, 4)
  16. So what happens?before (30minutes)• guidelines shared• making a Legomodel that capturesthe learning journeyduring (30minutes)• share learningjourney using theLego model• engage in aconversation• reflection• assessmentafter(asynchronously)• assessmentfeedback providedin minutes inportfolio• further reflectionthrough socialmedia• further sharing andconversation online
  17. Lego learning method 4 CConnect: reflecting on experiences andlearningConstruct: constructing of a model linked tothisContemplate: verbalising and analysing themodelContinue: extending engagement throughsharing and commenting on models made byothers through social media.formulated by Robert Rasmussen
  18. “This model shows my movement from black and white, linear teaching towards a broaderunderstanding of good teaching and a greater sense of adventure and experimentation in myown practice- moving into colour !!”Dr Sian Etheringtonhttp://pgcapsianetherington.wordpress.com/professional-discussion/
  19. “[There is] a gap between lecturers’ statedbeliefs and actual teaching practices: lecturersmay, for example, claim to hold constructivistnotions of learning, but adopt more traditional‘transmission’ modes of teaching in their actualpractice.”(Samuelowicz & Bain, 1992, in Owens, 2012,389)some evidence
  20. Methodology, method and findingsPhenomenography (Marton, 1994)Individual video interviewsCategories of description•method•feelings•communication•impact
  21. method“[The Lego model] allowed me tofocus on the journey as a wholegoing through the PGCAP ratherthan going through how I might gothrough the questions in theProfessional Discussion andpanicking about what I was goingto say.”“It was a reallynice ice-breakerwhich took theedge off theprofessionaldiscussion.”“The Lego models wereimportant to kickstart theirdiscussion and reflection andhow they introduced theirlearning path and journey.”“At first I was a bit sceptic aboutthe whole Lego play thing as oftenbefore I like to plan and I thoughtit would get in the way of my headspace before the discussion.”“After the professionaldiscussion we took photos andput them on Flickr which gave uschance to compare and discuss.”student panel member external examiner
  22. communication“As a talkingpoint,excellentand as acreativemeans ofthinkingabout theirreflection,excellent.”“It is evident that Lego actsas powerful metaphors forthem (the students) toexamine their practice, tofind ways of looking at thingsthey do and to justify whythey do them and how theyarticulate them.”“Some of therepresentations within theLego models were unknownto themselves (students)until we started thediscussions and theseemerging properties andsymbols they werent awareof were dissected andbrought to the fore.”“Lego modellinggives them amedium they cantalk and show indifferent ways in apictorial or 3D wayand actually seethat they canconceive of anduse theirimagination to tella story that needsto be told to beunderstood byothers allowsthem a space theywould not get tootherwise.”student panel member external examiner
  23. feelings“Initially it was a bitoverwhelming becauseI am not very good atbuilding things”“Modelling in Lego wasuseful as I was nervousabout going into theprofessional discussionand it relaxed theatmosphere.”“I always panic atthese things as itsforced creativity butonce you start doingit its absolutely fine.”student panel member external examiner
  24. impact “I am a big fan of play andI will be looking for ways touse with my students”“I will be stealingthis idea formyself”student panel member external examiner
  25. method•natural conversation•focus and be reflective•sceptic because ofnovelty•share experiences•better prepared forassessmentfeelings•initially overwhelmed•more relaxedimpact•considering usingsimilar approaches inown practice•recognised importanceof openness andexperimentationcommunication•visualising stories•creative expression•metaphors used toreflect•unconscious learningsurfaced
  26. Resultsrelaxedmore reflectivearticulate with more easemetaphors richness of learning andimpact of module on practicedeeper conversationsunconscious learningassessment: “informal” discussionwith peers
  27. you the designer(s)Ideal learning spaces for...(define context first)Task 1 (5 minutes): create an area ofthis space (individual)Task2 (5 minutes): Bring your areastogether to create the learning space(groups of 4-6)Group Task 3 (10 minutes): Share yourideas with another group, come to acollective conclusion(groups of 10-15)
  28. How could I useLego in mypractice?
  29. WouldPlato & AristotleLego?
  30. Let’s try thistogether!Access your (brand new) socrative app and type in room:chrissiNow reply to a few questions about this workshop! ;)
  31. useful links• Lego in education scoop it http://www.scoop.it/t/lego-in-education• Lego links on diigohttp://www.diigo.com/user/chrissinerantzi/lego• PGCAP YouTube Channel: Professional Discussion videoshttp://www.youtube.com/playlist?list=PL9AA3BD8E7263D435• Lego in Education http://education.lego.com• Lego ® Serious Play ® http://www.seriousplay.com/• PGCAP Flickr collection: Lego modelshttp://www.flickr.com/photos/pgcap/sets/72157632104255891/
  32. ReferencesBrown, S. (2010) Play. How it shapes the brain, opens the imagination,and invigoratesthe soul, London: Avery, Penguin.Gauntlett, D. (2011) Making is connecting. The social meaning of creativity, from DIY and knitting to YouTube and Web2.0, Cambridge: Polity Press.Geary, J. (2012) I is an other, The secret life of metaphor and how it shapes the way we see the world, New York: Harper Perennial.Hallgrimsson,B. (2012) Prototyping andModelmaking for Product Design, London: Laurence King Publishing.Marton, F. (1994) Phenomenography as a Research Approach, in: Husen, T. And Postlethwaite, N, (2nd ed) The International Encyclopediaof Education,Vol. 8, Pergamon, pp. 4424-4429, available athttp://www.ped.gu.se/biorn/phgraph/civil/main/1res.appr.html[accessed 72 December 2012].Moon, J. (2010) Using Story In Higher Education and Professional Development, Oxon: Routledge.Nerantzi, C. and Despard, C. (submitted) Lego models to aid reflection. Enhancing the summative assessment experience in the context of ProfessionalDiscussions within accredited Academic Development provision, Innovations in Education and Teaching International.Owens, T. (2012) Hitting the nail on the head: the importance of specific staff development for effective blended learning, in: Innovations in Educationand Teaching International, Vol. 49, No. 4, November 2012, 389-400.Palmer, P. J. (2007) The Courage to teach. Exploring the inner landscape of a teacher’s life, San Francisco: Jossey-Bass.Papert, S. and Harel, I. (1991) Situating Constructionism, in: Constructionism, Norwood: Ablex Publishing, Available from:http://www.papert.org/articles/SituatingConstructionism.html [accessed1 January 2013]Schön, D. (1983) The Reflective Practitioner,San Francisco: Jossey-Bass.
  33. source: www.slideshare.net
  34. Would Plato Lego?Chrissi NerantziAcademic Developer, University of Salford@chrissinerantzic.nerantzi@salford.ac.ukphotos without source are by Chrissi NerantziUsing metaphors through model making to aid reflectioninspirED Seminar, University of Dundee, 17 April 2013

×