Leg har en værdi i sig selv – det ved vi. Men hvad ligger der egentlig i det, og hvorfor er legen så vigtig i pædagogiske sammenhænge?
Præsentation fra temadag om leg arrangeret af BUPL Nordsjælland.
Keynote fra Ledelsens Dag 21. november 2018 omkring digitalisering, AI og hvordan vi skal lære at navigere i ekstrem kompleksitet ved at styrke vores grundlæggende dannelse.
Hvad skal fremtidens folkeskole kunne? Hvordan lærer børnene bedst? Og hvordan skaber vi den allerbedste skoledag for eleverne? Det var nogle af de spørgsmål, der var på dagsordenen.
Til at besvare spørgsmålene deltog skolefolk, politikere, foreningsfolk, erhvervsfolk, kunstnere, skolebestyrelsesmedlemmer og repræsentanter for de faglige organisationer og uddannelsesinstitutioner. I et greenroom var 100 elevrådsmedlemmer og repræsentanter for Danske Skoleelever samlet, hvor de undervejs blev stillet live igennem til salaen og udfordrede deltagerne med deres synspunkter, ideer og visioner.
Udgangspunket for dagens diskussioner var dels skolernes faglige arbejde med prototyper, dels konkrete visionsformuleringer for fremtidens folkeskole i Aalborg Kommune.
Mathias Poulsen gives a presentation about his work with CounterPlay, a play festival he started in 2013 to explore play for adults. He discusses CounterPlay as a prototype for a more playful society where people can encounter each other freely through play. Poulsen also talks about how play can contribute to democracy by moving beyond rational discourse and sparking interest and imagination through communal experiences. He emphasizes the importance of cultivating play communities with safe spaces, role models, trust, care, and inspiration to allow open-ended exploration of issues through materials and play.
Keynote fra Ledelsens Dag 21. november 2018 omkring digitalisering, AI og hvordan vi skal lære at navigere i ekstrem kompleksitet ved at styrke vores grundlæggende dannelse.
Hvad skal fremtidens folkeskole kunne? Hvordan lærer børnene bedst? Og hvordan skaber vi den allerbedste skoledag for eleverne? Det var nogle af de spørgsmål, der var på dagsordenen.
Til at besvare spørgsmålene deltog skolefolk, politikere, foreningsfolk, erhvervsfolk, kunstnere, skolebestyrelsesmedlemmer og repræsentanter for de faglige organisationer og uddannelsesinstitutioner. I et greenroom var 100 elevrådsmedlemmer og repræsentanter for Danske Skoleelever samlet, hvor de undervejs blev stillet live igennem til salaen og udfordrede deltagerne med deres synspunkter, ideer og visioner.
Udgangspunket for dagens diskussioner var dels skolernes faglige arbejde med prototyper, dels konkrete visionsformuleringer for fremtidens folkeskole i Aalborg Kommune.
Mathias Poulsen gives a presentation about his work with CounterPlay, a play festival he started in 2013 to explore play for adults. He discusses CounterPlay as a prototype for a more playful society where people can encounter each other freely through play. Poulsen also talks about how play can contribute to democracy by moving beyond rational discourse and sparking interest and imagination through communal experiences. He emphasizes the importance of cultivating play communities with safe spaces, role models, trust, care, and inspiration to allow open-ended exploration of issues through materials and play.
This document announces a Twitter chat about play in public spaces. It provides guidelines for participating in the chat by following and responding to questions with the hashtag #cplaydk. The chat will include questions about experiences playing in public, how it feels to play in public, and how public play impacts views of one's town or neighborhood. It will conclude by asking how to create more playful public spaces.
Presentation from webinar on November 17-2016. Describes CounterPlay, our purpose, the underlying values and ideas of the festival, as well as the theme of CounterPlay '17: "The Power of Play".
Edutainment is Dead - long live educational gamesMathias Poulsen
The document discusses how edutainment games have failed and educational games can succeed by focusing on good game design rather than just adding an educational element. It argues that educational games should embrace freedom, playfulness, teaching relevant skills, and use user-centered design rather than seeing the educational aspect as an excuse for poor game quality. Educational games are challenging to create but can help players learn in an engaging way like solving problems in video games.
Simon Egenfeldt-Nielsen discusses how companies can use games to strengthen education and branding. He outlines two game projects, Quest for Oil and Cargo Dynasty, that were created by his company Serious Games Interactive for Maersk Oil, Maersk Drilling, and the Danish transportation sector. Both games had educational goals around industry learning while also communicating the companies' brands to new audiences like students. The games achieved massive media exposure and reach, engaging over 225,000 players. Egenfeldt-Nielsen argues that strategic games can be a better medium than videos or donations for communicating complex industries to young people through an integrated learning and branding experience.
The document discusses plans for integrating play and games into public libraries in Aarhus, Denmark. It describes several past experiments with play-based activities at local libraries, including family game events, workshops, and design labs involving users. The strategic agenda is for libraries to be more attractive places for children to play. Future plans include expanding play opportunities at the new central Dokk1 library, with dedicated play spaces, toys, and games available throughout. The goal is for libraries to serve as public playgrounds that bring stories and social interaction to life through facilitated play.
At the Intersection of games culture, and businessMathias Poulsen
The document discusses a workshop on customer journeys and online touchpoints. It focuses on capturing and segmenting audiences, as well as measuring and reporting results. The workshop also covers creating profiles and marketing plans using various online channels like websites, microsites, social media, blogs and email to stay connected with audiences.
This document discusses the notion of playful organizations and whether online gamers' communities and work organizations can be considered playful. It outlines six values that characterize a playful organizational culture: contingency, agility, equality, teachability, meritocracy, and conviviality. The document presents a sequential exploratory research strategy to qualitatively study 95 Dutch online gamers through virtual-organizational ethnographic research to compare their online gaming communities and work organizations based on factors like age, organizational commitment, time of existence, and competitive rationale to determine the significance of any similarities or differences.
This document discusses using games and popular media like The Walking Dead and The Last of Us to make education more engaging for students. It describes how one teacher uses The Walking Dead to teach moral philosophy by having students discuss ethical theories in the context of scenarios from the show. Another discusses using The Last of Us and Skyrim to make literature and narratives more meaningful by having students analyze the stories. The document advocates for incorporating games and multimedia sources into teaching to increase student enjoyment of assignments.
This document provides instructions for using the Twine software to create interactive fiction by summarizing a source text. It recommends choosing a protagonist from the original text and identifying interesting choices they could make. The document also suggests finding spaces in the source text where additional storytelling could explore themes from the original. As an example, it analyzes potential protagonists, choices, and expansion opportunities that could be used in interactive fiction adaptations of Star Wars and The Princess and the Pea.
Mashing up digital and physical for culture, learning and socialchangeMathias Poulsen
Fiddian Warman founded several organizations and projects related to digital culture, learning, and social change. Some examples mentioned include Corrupted Nature, an art project with 3 punk robots, and projects with Boeing Dreamscapes, the Science Museum, and more. Warman is interested in discussing how digital play and fabrication can extend beyond screens through things like physical interfaces, localization, and natural user interfaces. Warman also describes the Maker's Guild, a membership organization for makers from crafters to coders focused on where digital fabrication can enable radical change.
The document summarizes the Norway Algebra Challenge, an interactive math learning event held in January 2014. Over 36,000 Norwegian students in grades K-12 solved over 8 million math equations in just 1.5 hours of participation. 93% of participating students achieved mastery of the material, with 63% of all participants mastering algebra concepts. The event demonstrated that students are highly engaged and learn effectively using interactive, game-based learning resources and social learning environments. Future events aim to continue improving learning experiences and applying principles of meaningful, respectful, and natural learning design at large scales.
To start this presentation, everyone must be seated in the first eight rows with an equal number of people in each row. The document then discusses designing authentic educational games and simulations by identifying key concepts and constraints, situating them in real world activities, problems, or challenges, adding narrative context, prototyping, testing, and refining. An example is given of designing a game where museum visitors must quickly curate an online exhibition for a funding opportunity.
This document discusses moving the conversation about games away from just discussing the games themselves and more towards what really matters. It is written by someone with 10 years of experience writing about games and 3 years as a professional game developer, who can be found on social media and their blog. The first section is about a book review on the theory of diminishing returns and how games create meaning for people in any way.
This document discusses eight paradoxes of play. It notes that play allows free movement within rigid structures, and transformative play alters those structures. While play is meant to be fun and enjoyable, it also involves following rules and can involve pain. Play both manipulates players and is manipulated by them. It uses tools and terms that seem contradictory. And the experience of play forms a loop that brings the player back again and again despite these paradoxes.
This document discusses how education systems can better prepare students for future trends and skills demands through the use of games in teaching. It suggests games can help students naturally develop communication skills, problem solving, collaboration and digital citizenship while allowing more freedom than traditional classroom settings. Specific examples are provided of how games could be used to teach concepts in areas like science, math and modeling real-world problems. The document argues games may be a more natural way for young students to communicate and share ideas compared to traditional classroom settings.
Kirsten Campbell-Howes gave a presentation about building a global educational games community. She started designing games by accident in 2011 and launched #LEGup, which has grown significantly with over 700,000 users across 126 countries. #LEGup has also received investments, partnerships with companies like Telefonica and RM Education, and a licensing deal in Japan worth £250,000. Campbell-Howes discussed the growth of the UK educational games community and ambitions to continue growing edugameshub to connect and support others in learning, playing, and growing together through educational games.
Brands are looking for new ways to get consumers' attention as media and information overload make traditional advertising less effective. Playful interactions that appeal to consumers' sense of curiosity and childhood imagination can create memorable experiences that drive word-of-mouth activity and purchasing decisions. Successful branding strategies think differently by designing playground-like spaces and digital experiences that bring out people's inner child and foster unexpected positive interactions between the brand, consumers, and community in unique places.
4. Program
• 9.00-9.15: Velkomst og leg
• 9.15-9.45: Oplæg: Leg, fællesskab og demokrati
• 9.45-10.15: Fælles refleksion og samtale om leg
• 10.15-10.45: Leg (i hallen)
• 10.45-11.00: Pause
• 11.00-11.15: Læreplaner - udfordringer og muligheder
• 11.15-12.00: De næste skridt
5. Meget kan ske når vi
leger – og i dag leger
vi for jeres skyld!
11. Tese: leg er ren livsglæde, legende mennesker
lever bedre liv i en kompleks, uforudsigelig
verden, og samfund hvor leg trives er også
samfund hvor mennesker trives.
12. ”jeg ville ønske, vi også havde
modet til at tro på, at nysgerrighed
og udforskning var en del af selve
det at være menneske” - Kristine
Niss, Professor i fysik
13. ”Legen er grundlæggende for børns sociale og
personlige læring og udvikling. Legen fremmer
bl.a. fantasi, virkelyst, sprog, nysgerrighed, sociale
kompetencer, selvværd og identitet. Derfor har
legen en værdi i sig selv og skal være en
gennemgående del af et dagtilbud”
Gode takter – men
det er svært og sker
ikke af sig selv!
34. ”Dagtilbud er et socialt
fællesskab, hvor alle er
deltagere og lærer at navigere i
konflikter og håndtere dem”
35. Pyha. Lad os tage en
refleksionspause.
Hvad tænker du på nu?
36. ”Truslen er nemlig ikke, at børn leger
for meget, men at de – og for den
sags skyld alle vi samfundsborgere –
leger for lidt” – Herdis Toft
Har I en god legepraksis – for jer selv?
41. Dagtilbud skal fremme børns trivsel,
læring, udvikling og dannelse gennem
trygge og pædagogiske læringsmiljøer,
hvor legen er grundlæggende, og
hvor der tages udgangspunkt i et
børneperspektiv.
42. ”Dagtilbud skal give børn medbestemmelse,
medansvar og forståelse for og oplevelse med
demokrati. Dagtilbud skal som led heri
bidrage til at udvikle børns selvstændighed,
evner til at indgå i forpligtende fællesskaber
og samhørighed med og integration i det
danske samfund”
43. Stk. 2. Folkeskolen skal udvikle arbejdsmetoder og skabe
rammer for oplevelse, fordybelse og virkelyst, så
eleverne udvikler erkendelse og fantasi og får tillid til
egne muligheder og baggrund for at tage stilling og
handle.
Stk. 3. Folkeskolen skal forberede eleverne til deltagelse,
medansvar, rettigheder og pligter i et samfund med
frihed og folkestyre. Skolens virke skal derfor være
præget af åndsfrihed, ligeværd og demokrati.
46. ”Også i legen får man idéer med en pludselighed og
spontanitet, som ikke kan styres. Den gode leg er kendetegnet
ved, at dem, der leger, er gode til at bidrage til legen med
noget interessant. Det kræver dømmekraft at vide, hvad der
kan bidrage til legen og udvikle legen, så den bryder med det,
man kender eller har gjort før” - Lars Geer Hammershøj