Play and Creativity for Complex Learning in a Digital Learning Age
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by Alison James, University of Winchester
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Play and Creativity for Complex Learning in a Digital Learning Age
- 1. Play & Creativity for Complex Learning in a Digital Age Prof. Alison James NTF PFHEA Sherif 27.06.2019 Finn Stone LEGO Stilettos
- 2. Online to offline is a continuum David Gauntlett Prof Alison James NTF PFHEA University of Winchester
- 7. Until recently play scholarship has mostly been outside HE Prof Alison James NTF PFHEA University of Winchester
- 8. Prof Alison James NTF PFHEA University of Winchester
- 10. Prof Alison James NTF PFHEA University of Winchester
- 11. Prof Alison James NTF PFHEA University of Winchester
- 13. “We all play occasionally, and we all know what playing feels like. But when it comes to making theoretical statements about what play is, we fall into silliness. There is little agreement among us, and much ambiguity” Brian Sutton Smith The Ambiguity of Play (1997:1) Prof Alison James NTF PFHEA University of Winchester
- 14. Play types… ☟ ☟ • Interior/mental • Collective/solitary • Performative/interactive • Contests • Celebrations and festivals • Dangerous/deep play • Playful Features • Repetitive • Exaggerated • Reversed • Unusual • Attenuated • PhysicalProf Alison James NTF PFHEA University of Winchester
- 15. Common* principles of play • Spontaneous/Undertaken freely • Rewarding • No end point • Player is protected from consequences • An indicator of well being • Positive mood state • Enough in itself • Other world/space (‘magic circle’) Prof Alison James NTF PFHEA University of Winchester (*but not always the case in ‘educational play’)
- 16. Prof Alison James NTF PFHEA University of Winchesterhttps://journal.alt.ac.uk/index.php/rlt/article/view/2035/pdf Whitton, 2018 Some words of Whitton… Nicola Whitton (2018) describes the magic circle as a protected space in which players construct and observe the rules. Her understanding of the magic circle offers three key characteristics as to the pedagogic basis for using playful learning at university; she lists these as • the positive construction of failure • Support for learners to immerse themselves in the spirit of play • The development of intrinsic motivation to engage with learning activities She draws on Bateson (2014) who explores how fostering imagination and ideation through play increases creative capacity ‘in new, exciting and playful ways’
- 17. Gamification as play to support complex learning Play as a generator of originality, growth and new development
- 18. A signature pedagogy of playful learning (Norgard et al, 2017) • Surface structures (rules and aims of the game) • Deep structures (engagement, collaboration, surprise) • Implicit structures (the philosophical power of play – lusory attitude, fairness, openness to democratic values , social justice, inclusivity) Prof Alison James NTF PFHEA University of Winchester
- 19. Prof Alison James NTF PFHEA University of Winchester
- 20. Prof Alison James NTF PFHEA University of Winchester
- 21. Prof Alison James NTF PFHEA University of Winchester
- 22. Prof Alison James NTF PFHEA University of Winchester
- 23. Using techniques from dolphin training in behavioural psychology inventing board games to teach history or ward management in nursing (Wardopoly) or for reinforcing concepts within wildlife conservation (zoology) Outdoor learning centres and pop up “playscapes” (diverse) Raft-building, sheep dog handling (team/leadership building) Pattern, magic and problem-solving in mathematics Playful public engagement activities led by students (chemistry) which encourage audience participation Juggling in functional biology and plant science classes Exploring conceptions of space using LEGO on an MA in Museum Curation Cabinets of curiosities teacher ed./culture shoeboxes in dental education Play, games and invention for sports science and coaching Word play, places of wonder, theatre, games, escape rooms, simulation ….
- 24. Play with purpose Play for experimentation Play as failure Play as freedom Prof Alison James NTF PFHEA University of Winchester
- 25. References • Atherton, P (2018) 50 Ways to use technology enhanced learning in the classroom: practical strategies for teaching. Sage. • Gauntlett, D (2018) Making is Connecting. 2nd Ed. See also davidgauntlett.com/portfolio/making-is-connecting/ • James, A and Nerantzi C (2019) The Power of Play: Creativity in Tertiary Learning. Palgrave MacMillan • Whitton, N (2018) Playful Learning: tools, techniques and tactics. In Research in Learning technology. Vol 26 (2018). Available online at https://journal.alt.ac.uk/index.php/rlt/article/view/2035/pdf Prof Alison James NTF PFHEA University of Winchester
- 26. alison.james@winchester.ac.uk https://engagingimagination.com @alisonrjames THANK YOU! ANY QUESTIONS? (If no time, find me later or via details above)
Editor's Notes
- Creativity, imagination and play all on display here Creativity – what Robinson describes as the act of making something new that has value and brings joy Play the means through which you might create, or simply enjoy without creating Imagination, what is sparked through play and creativity which may contribute to both and extend your thinking Play as social, community building, bonding 404 einsteins Toronto Guinness book of record sfor largest gathering of people dressed as einstein 2017 new einstein competition
- For the application of LEGO based interventions to questions of sustainability in educational and business contexts, and also for the place of play in higher education
- Sutton Smith – play is dark, not always easy or morally right Disciplines take different approaches to play - body, language, thinking, behaviour What is play for – intrinsic to development, survival, adaptation, brain development. Socialisation, righting maladajustments, bonding, about exhilaration, freedom, going beyond; avoiding delinquency, getting new or creative ideas. BSS Play scholarship often about animals or early years/childhood development
- Lego in the library? I Googled books on play and business and while I don’t doubt that there are plenty my search started off with You are a Badass and Economics of Brexit, neither of which sounds very playful
- Success coaches cf play champions Close cooperation with SU
- Interior and mental can be psychoanalytic if you look at Freud, Winnicott, Ackerman BSS cites babysitting, losing weight, travel and ham radio in the playful behaviour section – raising interesting questions about what is play and what is not play. Also lists joking so presumably word play and banter, horse play etc could all fit in – he also talks about Saturday night fund
- Huizinga came up with this notion of the magic circle
- What does the magic circle look like inside library spaces – virtual and real?
- How do we define gamification – Atherton: ‘Gamification or gamifeid learning, incorporates the aestehtics and functionality fo games (Kapp et al 2012) to engage, educate and motivate learners (Kiryakova et al 2014). All users are active participants. Their progress is recorded and ranked. E.g. virtual badges p 7 Play as a generator of originality, growth and new development Pat Kane Play is everywhere Play is everywhere… it is part of our cultures… and our behaviours… learned and instinctive… What kinds of play types can they think of? Look at Sutton Smith article in rhetorics of play – his list on p300 Where did you sit? Raise your hands if you deliberately avoided a seat with an item on? Delberately chose a seat with an item on? Invitations to play – on the seats – what to do about that invitation? Any instructions? Who is nearest the big wooden bee? Am I playing with you?
- Simulations and virtual environments Actionbound – real world treasure hunts and guided walks. Used in library induction and for learning and teaching day
- Diverse includes biodiversity
- What kinds of play do you want?