Playing for change
3rd of December 2015 educa Berlin (1615-1730 Room DES31) Dr Jenny Fisher jennycfisher amp Chrissi Nerantzi chrissinerantzi
httpswwwflickrcomphotos21614692N0222392587928sizesz
A warm welcome to our playshop info presentation
ldquoWe are designed to be lifelong players built to benefit from
play at any agerdquo (Brown 2010 48)
httpsfarm8staticflickrcom71337623744452_7222654f38_bjpg
Would you like to find out what this is all about Then click next
Chrissi Nerantzi Academic Developer chrissinerantzi
httpdtmw9u23bb9yacloudfrontnetuploadsimagefile4149HERO_mmu_whichjpg
Dr Jenny Fisher Senior Lecturer jennycfisher
Meet your playshop facilitators firsthellip
ldquoPlay sets the stage for cooperative socialization It nourishes the roots of trust
empathy caring and sharingrdquo (Brown 2010 197)
Our playshop plan Part 1 Facilitators introduce workshop and playstations (5 mins) Part 2 Delegates experience playful learning at 3 playstations bull Playstation 1 Making 20 mins (group 1) bull Playstation 2 Animating 20 mins (group 2) bull Playstation 3 Could play help Design an activity 20
mins (group 1 and 2 together)
Part 3 Reflect on our experience and application to practice (5 mins) use speed dating approach
playshop duration 90 mins
How does this sound
bull Making is connecting (Gauntlett)
bull PlayingReflectingLearning with LEGO amp other materials ndash from replication to uniqueness ndash from literal models to metaphorical
models
bull Connectionism (Papert) gt learning through making real models
bull X is Y = metaphor (Aristotle) mixing up the unexpected finding similarities in the unfamiliar
bull ldquonew understanding through metaphorsrdquo (Schoumln)
image created using httpwwwtagxedocom
We will experience thinking and creating with our hands
bull Authentic learning (Herrington et al 2010)
bull Creating and designing artefacts for audiences (Hoban 2009)
bull lsquoLearn more deeply from words and picture than from words alonersquo (Meyer 200531)
The power of animation
Student feedback - animation
ldquoGo animate was a new experience which promoted group work and research skills it was an enjoyable way to interact with peers and to work together on a topicrdquo
ldquoThis animation was a lot more enjoyable than an essay or a presentationrdquo
ldquoI think this animation is a fantastic idea and without it i wouldnt have passed the module I am normally not a very academic student and having dyslexia struggle to do essays this animation allowed me to show my creative side and I would definitely recommend this you carry on with this type of assessmentrdquo
ldquoIrsquom a L6 Social Care student and I took this unit last year ndash I really enjoyed this assessment but I would have loved an opportunity to have done it in form of an animation What a great new way of assessing students and giving them a chance to develop skills as well as demonstrating theoretical understandingrdquo
Criticality Creativity
Playfulness Imagination
Reflection
ldquoBlending creativity and reflection and infusing them with qualities of imagination and play creates a powerful cocktail that enhances learningrdquo James amp Brookfield (2014 55)
A useful reminder creative reflection (James amp Brookfield 2014 54 )
Playground 1o supervised
Playground 20 participatory
Playground 30 self-determined
ldquoWhat is stopping us from re-imagining higher education as an infinite number of playgrounds in which we can play with ideas and our own responses to such ideas in ways that foster imaginative innovative or different ways of thinking and action which have the potential to foster new knowledge creation for the social good (Nerantzi 2015 42)
hellip putting it all together for the playshop using the Playground Model
Playground Pedagogy Three main theories of teaching (Ramsden
2008)
Playground 10 supervised gt feeling safe
developing trust
Theory 1 Teaching as telling transmission or
delivery - PASSIVE
Playground 20 participatory gt gaining
playful confidence through guided playful
learning
Theory 2 Teaching as organising or
facilitating student activity - ACTIVE
Playground 30 self-determined gt autonomy
developing and sustaining play-active
practice
Theory 3 Teaching as making learning
possible ndash SELF-DIRECTED
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
There will be bricks Not just red ones And not just plastic ones
We will make animations in the (digital) world Get your smart devices ready Paper will be available too )
httpsc1staticflickrcom328609139221024_b9921bf74c_bjpg
Themes for playstations playstation 1 Making
playstation 2 Animating playstation 3 Create a game
Sustainability
Internationalisation
Inclusivity Creativity
Innovation Professionalism
Playstation themes
Warm-up (individually) 5 mins 1 Create a tower using a handful of real or digital bricks 2 Add a little something to your model that makes it your tower Share your model with one other person Main play tasks using a snowballing technique (15 mins) 1 Individual task (5 mins) Create an individual model that
visualises your thoughts around the theme you picked 2 Mini-group task (5 mins) Share your model with a few
other individuals who have picked the same theme What do you notice
3 Maxi-group task (5 mins) Collaborate with all groups who explored the same theme and create a shared model that brings your ideas together collectively
Playstation 1 MAKING (instructions)
Build with Chrome at httpswwwbuildwithchromecom
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
A warm welcome to our playshop info presentation
ldquoWe are designed to be lifelong players built to benefit from
play at any agerdquo (Brown 2010 48)
httpsfarm8staticflickrcom71337623744452_7222654f38_bjpg
Would you like to find out what this is all about Then click next
Chrissi Nerantzi Academic Developer chrissinerantzi
httpdtmw9u23bb9yacloudfrontnetuploadsimagefile4149HERO_mmu_whichjpg
Dr Jenny Fisher Senior Lecturer jennycfisher
Meet your playshop facilitators firsthellip
ldquoPlay sets the stage for cooperative socialization It nourishes the roots of trust
empathy caring and sharingrdquo (Brown 2010 197)
Our playshop plan Part 1 Facilitators introduce workshop and playstations (5 mins) Part 2 Delegates experience playful learning at 3 playstations bull Playstation 1 Making 20 mins (group 1) bull Playstation 2 Animating 20 mins (group 2) bull Playstation 3 Could play help Design an activity 20
mins (group 1 and 2 together)
Part 3 Reflect on our experience and application to practice (5 mins) use speed dating approach
playshop duration 90 mins
How does this sound
bull Making is connecting (Gauntlett)
bull PlayingReflectingLearning with LEGO amp other materials ndash from replication to uniqueness ndash from literal models to metaphorical
models
bull Connectionism (Papert) gt learning through making real models
bull X is Y = metaphor (Aristotle) mixing up the unexpected finding similarities in the unfamiliar
bull ldquonew understanding through metaphorsrdquo (Schoumln)
image created using httpwwwtagxedocom
We will experience thinking and creating with our hands
bull Authentic learning (Herrington et al 2010)
bull Creating and designing artefacts for audiences (Hoban 2009)
bull lsquoLearn more deeply from words and picture than from words alonersquo (Meyer 200531)
The power of animation
Student feedback - animation
ldquoGo animate was a new experience which promoted group work and research skills it was an enjoyable way to interact with peers and to work together on a topicrdquo
ldquoThis animation was a lot more enjoyable than an essay or a presentationrdquo
ldquoI think this animation is a fantastic idea and without it i wouldnt have passed the module I am normally not a very academic student and having dyslexia struggle to do essays this animation allowed me to show my creative side and I would definitely recommend this you carry on with this type of assessmentrdquo
ldquoIrsquom a L6 Social Care student and I took this unit last year ndash I really enjoyed this assessment but I would have loved an opportunity to have done it in form of an animation What a great new way of assessing students and giving them a chance to develop skills as well as demonstrating theoretical understandingrdquo
Criticality Creativity
Playfulness Imagination
Reflection
ldquoBlending creativity and reflection and infusing them with qualities of imagination and play creates a powerful cocktail that enhances learningrdquo James amp Brookfield (2014 55)
A useful reminder creative reflection (James amp Brookfield 2014 54 )
Playground 1o supervised
Playground 20 participatory
Playground 30 self-determined
ldquoWhat is stopping us from re-imagining higher education as an infinite number of playgrounds in which we can play with ideas and our own responses to such ideas in ways that foster imaginative innovative or different ways of thinking and action which have the potential to foster new knowledge creation for the social good (Nerantzi 2015 42)
hellip putting it all together for the playshop using the Playground Model
Playground Pedagogy Three main theories of teaching (Ramsden
2008)
Playground 10 supervised gt feeling safe
developing trust
Theory 1 Teaching as telling transmission or
delivery - PASSIVE
Playground 20 participatory gt gaining
playful confidence through guided playful
learning
Theory 2 Teaching as organising or
facilitating student activity - ACTIVE
Playground 30 self-determined gt autonomy
developing and sustaining play-active
practice
Theory 3 Teaching as making learning
possible ndash SELF-DIRECTED
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
There will be bricks Not just red ones And not just plastic ones
We will make animations in the (digital) world Get your smart devices ready Paper will be available too )
httpsc1staticflickrcom328609139221024_b9921bf74c_bjpg
Themes for playstations playstation 1 Making
playstation 2 Animating playstation 3 Create a game
Sustainability
Internationalisation
Inclusivity Creativity
Innovation Professionalism
Playstation themes
Warm-up (individually) 5 mins 1 Create a tower using a handful of real or digital bricks 2 Add a little something to your model that makes it your tower Share your model with one other person Main play tasks using a snowballing technique (15 mins) 1 Individual task (5 mins) Create an individual model that
visualises your thoughts around the theme you picked 2 Mini-group task (5 mins) Share your model with a few
other individuals who have picked the same theme What do you notice
3 Maxi-group task (5 mins) Collaborate with all groups who explored the same theme and create a shared model that brings your ideas together collectively
Playstation 1 MAKING (instructions)
Build with Chrome at httpswwwbuildwithchromecom
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
ldquoWe are designed to be lifelong players built to benefit from
play at any agerdquo (Brown 2010 48)
httpsfarm8staticflickrcom71337623744452_7222654f38_bjpg
Would you like to find out what this is all about Then click next
Chrissi Nerantzi Academic Developer chrissinerantzi
httpdtmw9u23bb9yacloudfrontnetuploadsimagefile4149HERO_mmu_whichjpg
Dr Jenny Fisher Senior Lecturer jennycfisher
Meet your playshop facilitators firsthellip
ldquoPlay sets the stage for cooperative socialization It nourishes the roots of trust
empathy caring and sharingrdquo (Brown 2010 197)
Our playshop plan Part 1 Facilitators introduce workshop and playstations (5 mins) Part 2 Delegates experience playful learning at 3 playstations bull Playstation 1 Making 20 mins (group 1) bull Playstation 2 Animating 20 mins (group 2) bull Playstation 3 Could play help Design an activity 20
mins (group 1 and 2 together)
Part 3 Reflect on our experience and application to practice (5 mins) use speed dating approach
playshop duration 90 mins
How does this sound
bull Making is connecting (Gauntlett)
bull PlayingReflectingLearning with LEGO amp other materials ndash from replication to uniqueness ndash from literal models to metaphorical
models
bull Connectionism (Papert) gt learning through making real models
bull X is Y = metaphor (Aristotle) mixing up the unexpected finding similarities in the unfamiliar
bull ldquonew understanding through metaphorsrdquo (Schoumln)
image created using httpwwwtagxedocom
We will experience thinking and creating with our hands
bull Authentic learning (Herrington et al 2010)
bull Creating and designing artefacts for audiences (Hoban 2009)
bull lsquoLearn more deeply from words and picture than from words alonersquo (Meyer 200531)
The power of animation
Student feedback - animation
ldquoGo animate was a new experience which promoted group work and research skills it was an enjoyable way to interact with peers and to work together on a topicrdquo
ldquoThis animation was a lot more enjoyable than an essay or a presentationrdquo
ldquoI think this animation is a fantastic idea and without it i wouldnt have passed the module I am normally not a very academic student and having dyslexia struggle to do essays this animation allowed me to show my creative side and I would definitely recommend this you carry on with this type of assessmentrdquo
ldquoIrsquom a L6 Social Care student and I took this unit last year ndash I really enjoyed this assessment but I would have loved an opportunity to have done it in form of an animation What a great new way of assessing students and giving them a chance to develop skills as well as demonstrating theoretical understandingrdquo
Criticality Creativity
Playfulness Imagination
Reflection
ldquoBlending creativity and reflection and infusing them with qualities of imagination and play creates a powerful cocktail that enhances learningrdquo James amp Brookfield (2014 55)
A useful reminder creative reflection (James amp Brookfield 2014 54 )
Playground 1o supervised
Playground 20 participatory
Playground 30 self-determined
ldquoWhat is stopping us from re-imagining higher education as an infinite number of playgrounds in which we can play with ideas and our own responses to such ideas in ways that foster imaginative innovative or different ways of thinking and action which have the potential to foster new knowledge creation for the social good (Nerantzi 2015 42)
hellip putting it all together for the playshop using the Playground Model
Playground Pedagogy Three main theories of teaching (Ramsden
2008)
Playground 10 supervised gt feeling safe
developing trust
Theory 1 Teaching as telling transmission or
delivery - PASSIVE
Playground 20 participatory gt gaining
playful confidence through guided playful
learning
Theory 2 Teaching as organising or
facilitating student activity - ACTIVE
Playground 30 self-determined gt autonomy
developing and sustaining play-active
practice
Theory 3 Teaching as making learning
possible ndash SELF-DIRECTED
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
There will be bricks Not just red ones And not just plastic ones
We will make animations in the (digital) world Get your smart devices ready Paper will be available too )
httpsc1staticflickrcom328609139221024_b9921bf74c_bjpg
Themes for playstations playstation 1 Making
playstation 2 Animating playstation 3 Create a game
Sustainability
Internationalisation
Inclusivity Creativity
Innovation Professionalism
Playstation themes
Warm-up (individually) 5 mins 1 Create a tower using a handful of real or digital bricks 2 Add a little something to your model that makes it your tower Share your model with one other person Main play tasks using a snowballing technique (15 mins) 1 Individual task (5 mins) Create an individual model that
visualises your thoughts around the theme you picked 2 Mini-group task (5 mins) Share your model with a few
other individuals who have picked the same theme What do you notice
3 Maxi-group task (5 mins) Collaborate with all groups who explored the same theme and create a shared model that brings your ideas together collectively
Playstation 1 MAKING (instructions)
Build with Chrome at httpswwwbuildwithchromecom
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
httpsfarm8staticflickrcom71337623744452_7222654f38_bjpg
Would you like to find out what this is all about Then click next
Chrissi Nerantzi Academic Developer chrissinerantzi
httpdtmw9u23bb9yacloudfrontnetuploadsimagefile4149HERO_mmu_whichjpg
Dr Jenny Fisher Senior Lecturer jennycfisher
Meet your playshop facilitators firsthellip
ldquoPlay sets the stage for cooperative socialization It nourishes the roots of trust
empathy caring and sharingrdquo (Brown 2010 197)
Our playshop plan Part 1 Facilitators introduce workshop and playstations (5 mins) Part 2 Delegates experience playful learning at 3 playstations bull Playstation 1 Making 20 mins (group 1) bull Playstation 2 Animating 20 mins (group 2) bull Playstation 3 Could play help Design an activity 20
mins (group 1 and 2 together)
Part 3 Reflect on our experience and application to practice (5 mins) use speed dating approach
playshop duration 90 mins
How does this sound
bull Making is connecting (Gauntlett)
bull PlayingReflectingLearning with LEGO amp other materials ndash from replication to uniqueness ndash from literal models to metaphorical
models
bull Connectionism (Papert) gt learning through making real models
bull X is Y = metaphor (Aristotle) mixing up the unexpected finding similarities in the unfamiliar
bull ldquonew understanding through metaphorsrdquo (Schoumln)
image created using httpwwwtagxedocom
We will experience thinking and creating with our hands
bull Authentic learning (Herrington et al 2010)
bull Creating and designing artefacts for audiences (Hoban 2009)
bull lsquoLearn more deeply from words and picture than from words alonersquo (Meyer 200531)
The power of animation
Student feedback - animation
ldquoGo animate was a new experience which promoted group work and research skills it was an enjoyable way to interact with peers and to work together on a topicrdquo
ldquoThis animation was a lot more enjoyable than an essay or a presentationrdquo
ldquoI think this animation is a fantastic idea and without it i wouldnt have passed the module I am normally not a very academic student and having dyslexia struggle to do essays this animation allowed me to show my creative side and I would definitely recommend this you carry on with this type of assessmentrdquo
ldquoIrsquom a L6 Social Care student and I took this unit last year ndash I really enjoyed this assessment but I would have loved an opportunity to have done it in form of an animation What a great new way of assessing students and giving them a chance to develop skills as well as demonstrating theoretical understandingrdquo
Criticality Creativity
Playfulness Imagination
Reflection
ldquoBlending creativity and reflection and infusing them with qualities of imagination and play creates a powerful cocktail that enhances learningrdquo James amp Brookfield (2014 55)
A useful reminder creative reflection (James amp Brookfield 2014 54 )
Playground 1o supervised
Playground 20 participatory
Playground 30 self-determined
ldquoWhat is stopping us from re-imagining higher education as an infinite number of playgrounds in which we can play with ideas and our own responses to such ideas in ways that foster imaginative innovative or different ways of thinking and action which have the potential to foster new knowledge creation for the social good (Nerantzi 2015 42)
hellip putting it all together for the playshop using the Playground Model
Playground Pedagogy Three main theories of teaching (Ramsden
2008)
Playground 10 supervised gt feeling safe
developing trust
Theory 1 Teaching as telling transmission or
delivery - PASSIVE
Playground 20 participatory gt gaining
playful confidence through guided playful
learning
Theory 2 Teaching as organising or
facilitating student activity - ACTIVE
Playground 30 self-determined gt autonomy
developing and sustaining play-active
practice
Theory 3 Teaching as making learning
possible ndash SELF-DIRECTED
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
There will be bricks Not just red ones And not just plastic ones
We will make animations in the (digital) world Get your smart devices ready Paper will be available too )
httpsc1staticflickrcom328609139221024_b9921bf74c_bjpg
Themes for playstations playstation 1 Making
playstation 2 Animating playstation 3 Create a game
Sustainability
Internationalisation
Inclusivity Creativity
Innovation Professionalism
Playstation themes
Warm-up (individually) 5 mins 1 Create a tower using a handful of real or digital bricks 2 Add a little something to your model that makes it your tower Share your model with one other person Main play tasks using a snowballing technique (15 mins) 1 Individual task (5 mins) Create an individual model that
visualises your thoughts around the theme you picked 2 Mini-group task (5 mins) Share your model with a few
other individuals who have picked the same theme What do you notice
3 Maxi-group task (5 mins) Collaborate with all groups who explored the same theme and create a shared model that brings your ideas together collectively
Playstation 1 MAKING (instructions)
Build with Chrome at httpswwwbuildwithchromecom
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
Chrissi Nerantzi Academic Developer chrissinerantzi
httpdtmw9u23bb9yacloudfrontnetuploadsimagefile4149HERO_mmu_whichjpg
Dr Jenny Fisher Senior Lecturer jennycfisher
Meet your playshop facilitators firsthellip
ldquoPlay sets the stage for cooperative socialization It nourishes the roots of trust
empathy caring and sharingrdquo (Brown 2010 197)
Our playshop plan Part 1 Facilitators introduce workshop and playstations (5 mins) Part 2 Delegates experience playful learning at 3 playstations bull Playstation 1 Making 20 mins (group 1) bull Playstation 2 Animating 20 mins (group 2) bull Playstation 3 Could play help Design an activity 20
mins (group 1 and 2 together)
Part 3 Reflect on our experience and application to practice (5 mins) use speed dating approach
playshop duration 90 mins
How does this sound
bull Making is connecting (Gauntlett)
bull PlayingReflectingLearning with LEGO amp other materials ndash from replication to uniqueness ndash from literal models to metaphorical
models
bull Connectionism (Papert) gt learning through making real models
bull X is Y = metaphor (Aristotle) mixing up the unexpected finding similarities in the unfamiliar
bull ldquonew understanding through metaphorsrdquo (Schoumln)
image created using httpwwwtagxedocom
We will experience thinking and creating with our hands
bull Authentic learning (Herrington et al 2010)
bull Creating and designing artefacts for audiences (Hoban 2009)
bull lsquoLearn more deeply from words and picture than from words alonersquo (Meyer 200531)
The power of animation
Student feedback - animation
ldquoGo animate was a new experience which promoted group work and research skills it was an enjoyable way to interact with peers and to work together on a topicrdquo
ldquoThis animation was a lot more enjoyable than an essay or a presentationrdquo
ldquoI think this animation is a fantastic idea and without it i wouldnt have passed the module I am normally not a very academic student and having dyslexia struggle to do essays this animation allowed me to show my creative side and I would definitely recommend this you carry on with this type of assessmentrdquo
ldquoIrsquom a L6 Social Care student and I took this unit last year ndash I really enjoyed this assessment but I would have loved an opportunity to have done it in form of an animation What a great new way of assessing students and giving them a chance to develop skills as well as demonstrating theoretical understandingrdquo
Criticality Creativity
Playfulness Imagination
Reflection
ldquoBlending creativity and reflection and infusing them with qualities of imagination and play creates a powerful cocktail that enhances learningrdquo James amp Brookfield (2014 55)
A useful reminder creative reflection (James amp Brookfield 2014 54 )
Playground 1o supervised
Playground 20 participatory
Playground 30 self-determined
ldquoWhat is stopping us from re-imagining higher education as an infinite number of playgrounds in which we can play with ideas and our own responses to such ideas in ways that foster imaginative innovative or different ways of thinking and action which have the potential to foster new knowledge creation for the social good (Nerantzi 2015 42)
hellip putting it all together for the playshop using the Playground Model
Playground Pedagogy Three main theories of teaching (Ramsden
2008)
Playground 10 supervised gt feeling safe
developing trust
Theory 1 Teaching as telling transmission or
delivery - PASSIVE
Playground 20 participatory gt gaining
playful confidence through guided playful
learning
Theory 2 Teaching as organising or
facilitating student activity - ACTIVE
Playground 30 self-determined gt autonomy
developing and sustaining play-active
practice
Theory 3 Teaching as making learning
possible ndash SELF-DIRECTED
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
There will be bricks Not just red ones And not just plastic ones
We will make animations in the (digital) world Get your smart devices ready Paper will be available too )
httpsc1staticflickrcom328609139221024_b9921bf74c_bjpg
Themes for playstations playstation 1 Making
playstation 2 Animating playstation 3 Create a game
Sustainability
Internationalisation
Inclusivity Creativity
Innovation Professionalism
Playstation themes
Warm-up (individually) 5 mins 1 Create a tower using a handful of real or digital bricks 2 Add a little something to your model that makes it your tower Share your model with one other person Main play tasks using a snowballing technique (15 mins) 1 Individual task (5 mins) Create an individual model that
visualises your thoughts around the theme you picked 2 Mini-group task (5 mins) Share your model with a few
other individuals who have picked the same theme What do you notice
3 Maxi-group task (5 mins) Collaborate with all groups who explored the same theme and create a shared model that brings your ideas together collectively
Playstation 1 MAKING (instructions)
Build with Chrome at httpswwwbuildwithchromecom
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
ldquoPlay sets the stage for cooperative socialization It nourishes the roots of trust
empathy caring and sharingrdquo (Brown 2010 197)
Our playshop plan Part 1 Facilitators introduce workshop and playstations (5 mins) Part 2 Delegates experience playful learning at 3 playstations bull Playstation 1 Making 20 mins (group 1) bull Playstation 2 Animating 20 mins (group 2) bull Playstation 3 Could play help Design an activity 20
mins (group 1 and 2 together)
Part 3 Reflect on our experience and application to practice (5 mins) use speed dating approach
playshop duration 90 mins
How does this sound
bull Making is connecting (Gauntlett)
bull PlayingReflectingLearning with LEGO amp other materials ndash from replication to uniqueness ndash from literal models to metaphorical
models
bull Connectionism (Papert) gt learning through making real models
bull X is Y = metaphor (Aristotle) mixing up the unexpected finding similarities in the unfamiliar
bull ldquonew understanding through metaphorsrdquo (Schoumln)
image created using httpwwwtagxedocom
We will experience thinking and creating with our hands
bull Authentic learning (Herrington et al 2010)
bull Creating and designing artefacts for audiences (Hoban 2009)
bull lsquoLearn more deeply from words and picture than from words alonersquo (Meyer 200531)
The power of animation
Student feedback - animation
ldquoGo animate was a new experience which promoted group work and research skills it was an enjoyable way to interact with peers and to work together on a topicrdquo
ldquoThis animation was a lot more enjoyable than an essay or a presentationrdquo
ldquoI think this animation is a fantastic idea and without it i wouldnt have passed the module I am normally not a very academic student and having dyslexia struggle to do essays this animation allowed me to show my creative side and I would definitely recommend this you carry on with this type of assessmentrdquo
ldquoIrsquom a L6 Social Care student and I took this unit last year ndash I really enjoyed this assessment but I would have loved an opportunity to have done it in form of an animation What a great new way of assessing students and giving them a chance to develop skills as well as demonstrating theoretical understandingrdquo
Criticality Creativity
Playfulness Imagination
Reflection
ldquoBlending creativity and reflection and infusing them with qualities of imagination and play creates a powerful cocktail that enhances learningrdquo James amp Brookfield (2014 55)
A useful reminder creative reflection (James amp Brookfield 2014 54 )
Playground 1o supervised
Playground 20 participatory
Playground 30 self-determined
ldquoWhat is stopping us from re-imagining higher education as an infinite number of playgrounds in which we can play with ideas and our own responses to such ideas in ways that foster imaginative innovative or different ways of thinking and action which have the potential to foster new knowledge creation for the social good (Nerantzi 2015 42)
hellip putting it all together for the playshop using the Playground Model
Playground Pedagogy Three main theories of teaching (Ramsden
2008)
Playground 10 supervised gt feeling safe
developing trust
Theory 1 Teaching as telling transmission or
delivery - PASSIVE
Playground 20 participatory gt gaining
playful confidence through guided playful
learning
Theory 2 Teaching as organising or
facilitating student activity - ACTIVE
Playground 30 self-determined gt autonomy
developing and sustaining play-active
practice
Theory 3 Teaching as making learning
possible ndash SELF-DIRECTED
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
There will be bricks Not just red ones And not just plastic ones
We will make animations in the (digital) world Get your smart devices ready Paper will be available too )
httpsc1staticflickrcom328609139221024_b9921bf74c_bjpg
Themes for playstations playstation 1 Making
playstation 2 Animating playstation 3 Create a game
Sustainability
Internationalisation
Inclusivity Creativity
Innovation Professionalism
Playstation themes
Warm-up (individually) 5 mins 1 Create a tower using a handful of real or digital bricks 2 Add a little something to your model that makes it your tower Share your model with one other person Main play tasks using a snowballing technique (15 mins) 1 Individual task (5 mins) Create an individual model that
visualises your thoughts around the theme you picked 2 Mini-group task (5 mins) Share your model with a few
other individuals who have picked the same theme What do you notice
3 Maxi-group task (5 mins) Collaborate with all groups who explored the same theme and create a shared model that brings your ideas together collectively
Playstation 1 MAKING (instructions)
Build with Chrome at httpswwwbuildwithchromecom
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
Our playshop plan Part 1 Facilitators introduce workshop and playstations (5 mins) Part 2 Delegates experience playful learning at 3 playstations bull Playstation 1 Making 20 mins (group 1) bull Playstation 2 Animating 20 mins (group 2) bull Playstation 3 Could play help Design an activity 20
mins (group 1 and 2 together)
Part 3 Reflect on our experience and application to practice (5 mins) use speed dating approach
playshop duration 90 mins
How does this sound
bull Making is connecting (Gauntlett)
bull PlayingReflectingLearning with LEGO amp other materials ndash from replication to uniqueness ndash from literal models to metaphorical
models
bull Connectionism (Papert) gt learning through making real models
bull X is Y = metaphor (Aristotle) mixing up the unexpected finding similarities in the unfamiliar
bull ldquonew understanding through metaphorsrdquo (Schoumln)
image created using httpwwwtagxedocom
We will experience thinking and creating with our hands
bull Authentic learning (Herrington et al 2010)
bull Creating and designing artefacts for audiences (Hoban 2009)
bull lsquoLearn more deeply from words and picture than from words alonersquo (Meyer 200531)
The power of animation
Student feedback - animation
ldquoGo animate was a new experience which promoted group work and research skills it was an enjoyable way to interact with peers and to work together on a topicrdquo
ldquoThis animation was a lot more enjoyable than an essay or a presentationrdquo
ldquoI think this animation is a fantastic idea and without it i wouldnt have passed the module I am normally not a very academic student and having dyslexia struggle to do essays this animation allowed me to show my creative side and I would definitely recommend this you carry on with this type of assessmentrdquo
ldquoIrsquom a L6 Social Care student and I took this unit last year ndash I really enjoyed this assessment but I would have loved an opportunity to have done it in form of an animation What a great new way of assessing students and giving them a chance to develop skills as well as demonstrating theoretical understandingrdquo
Criticality Creativity
Playfulness Imagination
Reflection
ldquoBlending creativity and reflection and infusing them with qualities of imagination and play creates a powerful cocktail that enhances learningrdquo James amp Brookfield (2014 55)
A useful reminder creative reflection (James amp Brookfield 2014 54 )
Playground 1o supervised
Playground 20 participatory
Playground 30 self-determined
ldquoWhat is stopping us from re-imagining higher education as an infinite number of playgrounds in which we can play with ideas and our own responses to such ideas in ways that foster imaginative innovative or different ways of thinking and action which have the potential to foster new knowledge creation for the social good (Nerantzi 2015 42)
hellip putting it all together for the playshop using the Playground Model
Playground Pedagogy Three main theories of teaching (Ramsden
2008)
Playground 10 supervised gt feeling safe
developing trust
Theory 1 Teaching as telling transmission or
delivery - PASSIVE
Playground 20 participatory gt gaining
playful confidence through guided playful
learning
Theory 2 Teaching as organising or
facilitating student activity - ACTIVE
Playground 30 self-determined gt autonomy
developing and sustaining play-active
practice
Theory 3 Teaching as making learning
possible ndash SELF-DIRECTED
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
There will be bricks Not just red ones And not just plastic ones
We will make animations in the (digital) world Get your smart devices ready Paper will be available too )
httpsc1staticflickrcom328609139221024_b9921bf74c_bjpg
Themes for playstations playstation 1 Making
playstation 2 Animating playstation 3 Create a game
Sustainability
Internationalisation
Inclusivity Creativity
Innovation Professionalism
Playstation themes
Warm-up (individually) 5 mins 1 Create a tower using a handful of real or digital bricks 2 Add a little something to your model that makes it your tower Share your model with one other person Main play tasks using a snowballing technique (15 mins) 1 Individual task (5 mins) Create an individual model that
visualises your thoughts around the theme you picked 2 Mini-group task (5 mins) Share your model with a few
other individuals who have picked the same theme What do you notice
3 Maxi-group task (5 mins) Collaborate with all groups who explored the same theme and create a shared model that brings your ideas together collectively
Playstation 1 MAKING (instructions)
Build with Chrome at httpswwwbuildwithchromecom
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
How does this sound
bull Making is connecting (Gauntlett)
bull PlayingReflectingLearning with LEGO amp other materials ndash from replication to uniqueness ndash from literal models to metaphorical
models
bull Connectionism (Papert) gt learning through making real models
bull X is Y = metaphor (Aristotle) mixing up the unexpected finding similarities in the unfamiliar
bull ldquonew understanding through metaphorsrdquo (Schoumln)
image created using httpwwwtagxedocom
We will experience thinking and creating with our hands
bull Authentic learning (Herrington et al 2010)
bull Creating and designing artefacts for audiences (Hoban 2009)
bull lsquoLearn more deeply from words and picture than from words alonersquo (Meyer 200531)
The power of animation
Student feedback - animation
ldquoGo animate was a new experience which promoted group work and research skills it was an enjoyable way to interact with peers and to work together on a topicrdquo
ldquoThis animation was a lot more enjoyable than an essay or a presentationrdquo
ldquoI think this animation is a fantastic idea and without it i wouldnt have passed the module I am normally not a very academic student and having dyslexia struggle to do essays this animation allowed me to show my creative side and I would definitely recommend this you carry on with this type of assessmentrdquo
ldquoIrsquom a L6 Social Care student and I took this unit last year ndash I really enjoyed this assessment but I would have loved an opportunity to have done it in form of an animation What a great new way of assessing students and giving them a chance to develop skills as well as demonstrating theoretical understandingrdquo
Criticality Creativity
Playfulness Imagination
Reflection
ldquoBlending creativity and reflection and infusing them with qualities of imagination and play creates a powerful cocktail that enhances learningrdquo James amp Brookfield (2014 55)
A useful reminder creative reflection (James amp Brookfield 2014 54 )
Playground 1o supervised
Playground 20 participatory
Playground 30 self-determined
ldquoWhat is stopping us from re-imagining higher education as an infinite number of playgrounds in which we can play with ideas and our own responses to such ideas in ways that foster imaginative innovative or different ways of thinking and action which have the potential to foster new knowledge creation for the social good (Nerantzi 2015 42)
hellip putting it all together for the playshop using the Playground Model
Playground Pedagogy Three main theories of teaching (Ramsden
2008)
Playground 10 supervised gt feeling safe
developing trust
Theory 1 Teaching as telling transmission or
delivery - PASSIVE
Playground 20 participatory gt gaining
playful confidence through guided playful
learning
Theory 2 Teaching as organising or
facilitating student activity - ACTIVE
Playground 30 self-determined gt autonomy
developing and sustaining play-active
practice
Theory 3 Teaching as making learning
possible ndash SELF-DIRECTED
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
There will be bricks Not just red ones And not just plastic ones
We will make animations in the (digital) world Get your smart devices ready Paper will be available too )
httpsc1staticflickrcom328609139221024_b9921bf74c_bjpg
Themes for playstations playstation 1 Making
playstation 2 Animating playstation 3 Create a game
Sustainability
Internationalisation
Inclusivity Creativity
Innovation Professionalism
Playstation themes
Warm-up (individually) 5 mins 1 Create a tower using a handful of real or digital bricks 2 Add a little something to your model that makes it your tower Share your model with one other person Main play tasks using a snowballing technique (15 mins) 1 Individual task (5 mins) Create an individual model that
visualises your thoughts around the theme you picked 2 Mini-group task (5 mins) Share your model with a few
other individuals who have picked the same theme What do you notice
3 Maxi-group task (5 mins) Collaborate with all groups who explored the same theme and create a shared model that brings your ideas together collectively
Playstation 1 MAKING (instructions)
Build with Chrome at httpswwwbuildwithchromecom
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
bull Making is connecting (Gauntlett)
bull PlayingReflectingLearning with LEGO amp other materials ndash from replication to uniqueness ndash from literal models to metaphorical
models
bull Connectionism (Papert) gt learning through making real models
bull X is Y = metaphor (Aristotle) mixing up the unexpected finding similarities in the unfamiliar
bull ldquonew understanding through metaphorsrdquo (Schoumln)
image created using httpwwwtagxedocom
We will experience thinking and creating with our hands
bull Authentic learning (Herrington et al 2010)
bull Creating and designing artefacts for audiences (Hoban 2009)
bull lsquoLearn more deeply from words and picture than from words alonersquo (Meyer 200531)
The power of animation
Student feedback - animation
ldquoGo animate was a new experience which promoted group work and research skills it was an enjoyable way to interact with peers and to work together on a topicrdquo
ldquoThis animation was a lot more enjoyable than an essay or a presentationrdquo
ldquoI think this animation is a fantastic idea and without it i wouldnt have passed the module I am normally not a very academic student and having dyslexia struggle to do essays this animation allowed me to show my creative side and I would definitely recommend this you carry on with this type of assessmentrdquo
ldquoIrsquom a L6 Social Care student and I took this unit last year ndash I really enjoyed this assessment but I would have loved an opportunity to have done it in form of an animation What a great new way of assessing students and giving them a chance to develop skills as well as demonstrating theoretical understandingrdquo
Criticality Creativity
Playfulness Imagination
Reflection
ldquoBlending creativity and reflection and infusing them with qualities of imagination and play creates a powerful cocktail that enhances learningrdquo James amp Brookfield (2014 55)
A useful reminder creative reflection (James amp Brookfield 2014 54 )
Playground 1o supervised
Playground 20 participatory
Playground 30 self-determined
ldquoWhat is stopping us from re-imagining higher education as an infinite number of playgrounds in which we can play with ideas and our own responses to such ideas in ways that foster imaginative innovative or different ways of thinking and action which have the potential to foster new knowledge creation for the social good (Nerantzi 2015 42)
hellip putting it all together for the playshop using the Playground Model
Playground Pedagogy Three main theories of teaching (Ramsden
2008)
Playground 10 supervised gt feeling safe
developing trust
Theory 1 Teaching as telling transmission or
delivery - PASSIVE
Playground 20 participatory gt gaining
playful confidence through guided playful
learning
Theory 2 Teaching as organising or
facilitating student activity - ACTIVE
Playground 30 self-determined gt autonomy
developing and sustaining play-active
practice
Theory 3 Teaching as making learning
possible ndash SELF-DIRECTED
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
There will be bricks Not just red ones And not just plastic ones
We will make animations in the (digital) world Get your smart devices ready Paper will be available too )
httpsc1staticflickrcom328609139221024_b9921bf74c_bjpg
Themes for playstations playstation 1 Making
playstation 2 Animating playstation 3 Create a game
Sustainability
Internationalisation
Inclusivity Creativity
Innovation Professionalism
Playstation themes
Warm-up (individually) 5 mins 1 Create a tower using a handful of real or digital bricks 2 Add a little something to your model that makes it your tower Share your model with one other person Main play tasks using a snowballing technique (15 mins) 1 Individual task (5 mins) Create an individual model that
visualises your thoughts around the theme you picked 2 Mini-group task (5 mins) Share your model with a few
other individuals who have picked the same theme What do you notice
3 Maxi-group task (5 mins) Collaborate with all groups who explored the same theme and create a shared model that brings your ideas together collectively
Playstation 1 MAKING (instructions)
Build with Chrome at httpswwwbuildwithchromecom
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
bull Authentic learning (Herrington et al 2010)
bull Creating and designing artefacts for audiences (Hoban 2009)
bull lsquoLearn more deeply from words and picture than from words alonersquo (Meyer 200531)
The power of animation
Student feedback - animation
ldquoGo animate was a new experience which promoted group work and research skills it was an enjoyable way to interact with peers and to work together on a topicrdquo
ldquoThis animation was a lot more enjoyable than an essay or a presentationrdquo
ldquoI think this animation is a fantastic idea and without it i wouldnt have passed the module I am normally not a very academic student and having dyslexia struggle to do essays this animation allowed me to show my creative side and I would definitely recommend this you carry on with this type of assessmentrdquo
ldquoIrsquom a L6 Social Care student and I took this unit last year ndash I really enjoyed this assessment but I would have loved an opportunity to have done it in form of an animation What a great new way of assessing students and giving them a chance to develop skills as well as demonstrating theoretical understandingrdquo
Criticality Creativity
Playfulness Imagination
Reflection
ldquoBlending creativity and reflection and infusing them with qualities of imagination and play creates a powerful cocktail that enhances learningrdquo James amp Brookfield (2014 55)
A useful reminder creative reflection (James amp Brookfield 2014 54 )
Playground 1o supervised
Playground 20 participatory
Playground 30 self-determined
ldquoWhat is stopping us from re-imagining higher education as an infinite number of playgrounds in which we can play with ideas and our own responses to such ideas in ways that foster imaginative innovative or different ways of thinking and action which have the potential to foster new knowledge creation for the social good (Nerantzi 2015 42)
hellip putting it all together for the playshop using the Playground Model
Playground Pedagogy Three main theories of teaching (Ramsden
2008)
Playground 10 supervised gt feeling safe
developing trust
Theory 1 Teaching as telling transmission or
delivery - PASSIVE
Playground 20 participatory gt gaining
playful confidence through guided playful
learning
Theory 2 Teaching as organising or
facilitating student activity - ACTIVE
Playground 30 self-determined gt autonomy
developing and sustaining play-active
practice
Theory 3 Teaching as making learning
possible ndash SELF-DIRECTED
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
There will be bricks Not just red ones And not just plastic ones
We will make animations in the (digital) world Get your smart devices ready Paper will be available too )
httpsc1staticflickrcom328609139221024_b9921bf74c_bjpg
Themes for playstations playstation 1 Making
playstation 2 Animating playstation 3 Create a game
Sustainability
Internationalisation
Inclusivity Creativity
Innovation Professionalism
Playstation themes
Warm-up (individually) 5 mins 1 Create a tower using a handful of real or digital bricks 2 Add a little something to your model that makes it your tower Share your model with one other person Main play tasks using a snowballing technique (15 mins) 1 Individual task (5 mins) Create an individual model that
visualises your thoughts around the theme you picked 2 Mini-group task (5 mins) Share your model with a few
other individuals who have picked the same theme What do you notice
3 Maxi-group task (5 mins) Collaborate with all groups who explored the same theme and create a shared model that brings your ideas together collectively
Playstation 1 MAKING (instructions)
Build with Chrome at httpswwwbuildwithchromecom
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
Student feedback - animation
ldquoGo animate was a new experience which promoted group work and research skills it was an enjoyable way to interact with peers and to work together on a topicrdquo
ldquoThis animation was a lot more enjoyable than an essay or a presentationrdquo
ldquoI think this animation is a fantastic idea and without it i wouldnt have passed the module I am normally not a very academic student and having dyslexia struggle to do essays this animation allowed me to show my creative side and I would definitely recommend this you carry on with this type of assessmentrdquo
ldquoIrsquom a L6 Social Care student and I took this unit last year ndash I really enjoyed this assessment but I would have loved an opportunity to have done it in form of an animation What a great new way of assessing students and giving them a chance to develop skills as well as demonstrating theoretical understandingrdquo
Criticality Creativity
Playfulness Imagination
Reflection
ldquoBlending creativity and reflection and infusing them with qualities of imagination and play creates a powerful cocktail that enhances learningrdquo James amp Brookfield (2014 55)
A useful reminder creative reflection (James amp Brookfield 2014 54 )
Playground 1o supervised
Playground 20 participatory
Playground 30 self-determined
ldquoWhat is stopping us from re-imagining higher education as an infinite number of playgrounds in which we can play with ideas and our own responses to such ideas in ways that foster imaginative innovative or different ways of thinking and action which have the potential to foster new knowledge creation for the social good (Nerantzi 2015 42)
hellip putting it all together for the playshop using the Playground Model
Playground Pedagogy Three main theories of teaching (Ramsden
2008)
Playground 10 supervised gt feeling safe
developing trust
Theory 1 Teaching as telling transmission or
delivery - PASSIVE
Playground 20 participatory gt gaining
playful confidence through guided playful
learning
Theory 2 Teaching as organising or
facilitating student activity - ACTIVE
Playground 30 self-determined gt autonomy
developing and sustaining play-active
practice
Theory 3 Teaching as making learning
possible ndash SELF-DIRECTED
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
There will be bricks Not just red ones And not just plastic ones
We will make animations in the (digital) world Get your smart devices ready Paper will be available too )
httpsc1staticflickrcom328609139221024_b9921bf74c_bjpg
Themes for playstations playstation 1 Making
playstation 2 Animating playstation 3 Create a game
Sustainability
Internationalisation
Inclusivity Creativity
Innovation Professionalism
Playstation themes
Warm-up (individually) 5 mins 1 Create a tower using a handful of real or digital bricks 2 Add a little something to your model that makes it your tower Share your model with one other person Main play tasks using a snowballing technique (15 mins) 1 Individual task (5 mins) Create an individual model that
visualises your thoughts around the theme you picked 2 Mini-group task (5 mins) Share your model with a few
other individuals who have picked the same theme What do you notice
3 Maxi-group task (5 mins) Collaborate with all groups who explored the same theme and create a shared model that brings your ideas together collectively
Playstation 1 MAKING (instructions)
Build with Chrome at httpswwwbuildwithchromecom
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
Criticality Creativity
Playfulness Imagination
Reflection
ldquoBlending creativity and reflection and infusing them with qualities of imagination and play creates a powerful cocktail that enhances learningrdquo James amp Brookfield (2014 55)
A useful reminder creative reflection (James amp Brookfield 2014 54 )
Playground 1o supervised
Playground 20 participatory
Playground 30 self-determined
ldquoWhat is stopping us from re-imagining higher education as an infinite number of playgrounds in which we can play with ideas and our own responses to such ideas in ways that foster imaginative innovative or different ways of thinking and action which have the potential to foster new knowledge creation for the social good (Nerantzi 2015 42)
hellip putting it all together for the playshop using the Playground Model
Playground Pedagogy Three main theories of teaching (Ramsden
2008)
Playground 10 supervised gt feeling safe
developing trust
Theory 1 Teaching as telling transmission or
delivery - PASSIVE
Playground 20 participatory gt gaining
playful confidence through guided playful
learning
Theory 2 Teaching as organising or
facilitating student activity - ACTIVE
Playground 30 self-determined gt autonomy
developing and sustaining play-active
practice
Theory 3 Teaching as making learning
possible ndash SELF-DIRECTED
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
There will be bricks Not just red ones And not just plastic ones
We will make animations in the (digital) world Get your smart devices ready Paper will be available too )
httpsc1staticflickrcom328609139221024_b9921bf74c_bjpg
Themes for playstations playstation 1 Making
playstation 2 Animating playstation 3 Create a game
Sustainability
Internationalisation
Inclusivity Creativity
Innovation Professionalism
Playstation themes
Warm-up (individually) 5 mins 1 Create a tower using a handful of real or digital bricks 2 Add a little something to your model that makes it your tower Share your model with one other person Main play tasks using a snowballing technique (15 mins) 1 Individual task (5 mins) Create an individual model that
visualises your thoughts around the theme you picked 2 Mini-group task (5 mins) Share your model with a few
other individuals who have picked the same theme What do you notice
3 Maxi-group task (5 mins) Collaborate with all groups who explored the same theme and create a shared model that brings your ideas together collectively
Playstation 1 MAKING (instructions)
Build with Chrome at httpswwwbuildwithchromecom
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
Playground 1o supervised
Playground 20 participatory
Playground 30 self-determined
ldquoWhat is stopping us from re-imagining higher education as an infinite number of playgrounds in which we can play with ideas and our own responses to such ideas in ways that foster imaginative innovative or different ways of thinking and action which have the potential to foster new knowledge creation for the social good (Nerantzi 2015 42)
hellip putting it all together for the playshop using the Playground Model
Playground Pedagogy Three main theories of teaching (Ramsden
2008)
Playground 10 supervised gt feeling safe
developing trust
Theory 1 Teaching as telling transmission or
delivery - PASSIVE
Playground 20 participatory gt gaining
playful confidence through guided playful
learning
Theory 2 Teaching as organising or
facilitating student activity - ACTIVE
Playground 30 self-determined gt autonomy
developing and sustaining play-active
practice
Theory 3 Teaching as making learning
possible ndash SELF-DIRECTED
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
There will be bricks Not just red ones And not just plastic ones
We will make animations in the (digital) world Get your smart devices ready Paper will be available too )
httpsc1staticflickrcom328609139221024_b9921bf74c_bjpg
Themes for playstations playstation 1 Making
playstation 2 Animating playstation 3 Create a game
Sustainability
Internationalisation
Inclusivity Creativity
Innovation Professionalism
Playstation themes
Warm-up (individually) 5 mins 1 Create a tower using a handful of real or digital bricks 2 Add a little something to your model that makes it your tower Share your model with one other person Main play tasks using a snowballing technique (15 mins) 1 Individual task (5 mins) Create an individual model that
visualises your thoughts around the theme you picked 2 Mini-group task (5 mins) Share your model with a few
other individuals who have picked the same theme What do you notice
3 Maxi-group task (5 mins) Collaborate with all groups who explored the same theme and create a shared model that brings your ideas together collectively
Playstation 1 MAKING (instructions)
Build with Chrome at httpswwwbuildwithchromecom
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
Playground Pedagogy Three main theories of teaching (Ramsden
2008)
Playground 10 supervised gt feeling safe
developing trust
Theory 1 Teaching as telling transmission or
delivery - PASSIVE
Playground 20 participatory gt gaining
playful confidence through guided playful
learning
Theory 2 Teaching as organising or
facilitating student activity - ACTIVE
Playground 30 self-determined gt autonomy
developing and sustaining play-active
practice
Theory 3 Teaching as making learning
possible ndash SELF-DIRECTED
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
There will be bricks Not just red ones And not just plastic ones
We will make animations in the (digital) world Get your smart devices ready Paper will be available too )
httpsc1staticflickrcom328609139221024_b9921bf74c_bjpg
Themes for playstations playstation 1 Making
playstation 2 Animating playstation 3 Create a game
Sustainability
Internationalisation
Inclusivity Creativity
Innovation Professionalism
Playstation themes
Warm-up (individually) 5 mins 1 Create a tower using a handful of real or digital bricks 2 Add a little something to your model that makes it your tower Share your model with one other person Main play tasks using a snowballing technique (15 mins) 1 Individual task (5 mins) Create an individual model that
visualises your thoughts around the theme you picked 2 Mini-group task (5 mins) Share your model with a few
other individuals who have picked the same theme What do you notice
3 Maxi-group task (5 mins) Collaborate with all groups who explored the same theme and create a shared model that brings your ideas together collectively
Playstation 1 MAKING (instructions)
Build with Chrome at httpswwwbuildwithchromecom
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
There will be bricks Not just red ones And not just plastic ones
We will make animations in the (digital) world Get your smart devices ready Paper will be available too )
httpsc1staticflickrcom328609139221024_b9921bf74c_bjpg
Themes for playstations playstation 1 Making
playstation 2 Animating playstation 3 Create a game
Sustainability
Internationalisation
Inclusivity Creativity
Innovation Professionalism
Playstation themes
Warm-up (individually) 5 mins 1 Create a tower using a handful of real or digital bricks 2 Add a little something to your model that makes it your tower Share your model with one other person Main play tasks using a snowballing technique (15 mins) 1 Individual task (5 mins) Create an individual model that
visualises your thoughts around the theme you picked 2 Mini-group task (5 mins) Share your model with a few
other individuals who have picked the same theme What do you notice
3 Maxi-group task (5 mins) Collaborate with all groups who explored the same theme and create a shared model that brings your ideas together collectively
Playstation 1 MAKING (instructions)
Build with Chrome at httpswwwbuildwithchromecom
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
We will make animations in the (digital) world Get your smart devices ready Paper will be available too )
httpsc1staticflickrcom328609139221024_b9921bf74c_bjpg
Themes for playstations playstation 1 Making
playstation 2 Animating playstation 3 Create a game
Sustainability
Internationalisation
Inclusivity Creativity
Innovation Professionalism
Playstation themes
Warm-up (individually) 5 mins 1 Create a tower using a handful of real or digital bricks 2 Add a little something to your model that makes it your tower Share your model with one other person Main play tasks using a snowballing technique (15 mins) 1 Individual task (5 mins) Create an individual model that
visualises your thoughts around the theme you picked 2 Mini-group task (5 mins) Share your model with a few
other individuals who have picked the same theme What do you notice
3 Maxi-group task (5 mins) Collaborate with all groups who explored the same theme and create a shared model that brings your ideas together collectively
Playstation 1 MAKING (instructions)
Build with Chrome at httpswwwbuildwithchromecom
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
Themes for playstations playstation 1 Making
playstation 2 Animating playstation 3 Create a game
Sustainability
Internationalisation
Inclusivity Creativity
Innovation Professionalism
Playstation themes
Warm-up (individually) 5 mins 1 Create a tower using a handful of real or digital bricks 2 Add a little something to your model that makes it your tower Share your model with one other person Main play tasks using a snowballing technique (15 mins) 1 Individual task (5 mins) Create an individual model that
visualises your thoughts around the theme you picked 2 Mini-group task (5 mins) Share your model with a few
other individuals who have picked the same theme What do you notice
3 Maxi-group task (5 mins) Collaborate with all groups who explored the same theme and create a shared model that brings your ideas together collectively
Playstation 1 MAKING (instructions)
Build with Chrome at httpswwwbuildwithchromecom
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
Warm-up (individually) 5 mins 1 Create a tower using a handful of real or digital bricks 2 Add a little something to your model that makes it your tower Share your model with one other person Main play tasks using a snowballing technique (15 mins) 1 Individual task (5 mins) Create an individual model that
visualises your thoughts around the theme you picked 2 Mini-group task (5 mins) Share your model with a few
other individuals who have picked the same theme What do you notice
3 Maxi-group task (5 mins) Collaborate with all groups who explored the same theme and create a shared model that brings your ideas together collectively
Playstation 1 MAKING (instructions)
Build with Chrome at httpswwwbuildwithchromecom
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
Main task In groups create a storyboard that visualises your thoughts around the theme you picked
Using the sheets provided decide what will be in each of the frames
Will you use sound
Using your smart devices have a look at these programmes that can be used for animation
httpsgoanimatecom
httpwwwpowtooncom
Playstation 2 ANIMATING (instructions)
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
20 mins Part 1 (10 mins) In small groups of 4 pick a scenario and work together to come up with a playful solution to help this colleague Could they explore learning through making Do you have any ideas based on playstation 1 and 2 activities Part 2 (10 mins) Construct an activity and share with another group Explain your rationale and comment on each otherrsquos solution
Playstation 3 COULD PLAY HELP DESIGN AN ACTIVITY (instructions)
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
scenario 1 ldquoI employ teacher-focused methods when I deliver lectures to large groups of students With a large group of students it is difficult to be interactiverdquo
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
scenario 2 ldquoI spend a lot of time putting materials together for my seminars and I am really proud of my PowerPoints They look great But I find it hard to engage students during the seminars I want to share my passion for the subject with them but am not sure how to do this it is mainly me talking and when I ask a question the endless silence makes me feel very uncomfortablerdquo
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
Learning through play at university
They must be mad
Is this a bad thing I canrsquot wait
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
ldquoPlay isnrsquot the enemy of learning itrsquos learningrsquos partner
Play is like fertilizer for brain growth Itrsquos crazy not to use itrdquo
(Brown 2010 101)
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
Find out more about animating and student assessment httpsanimating4socialcarewordpresscom
Join the LEGO in HE network founded by Dr Alison James and Chrissi Nerantzi httpsplusgooglecomcommunities103994615424006154336 also on Twitter LEGOinHE
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
Herrington J Reeves T C amp Oliver R (2010) A guide to authentic e-learning New York Routledge
Hoban G McDonald D and Ferry B (2009) Improving pre-service teachers science knowledge by creating reviewing and publishing slowmations to teacher tube Paper presented at the Proceedings of Society for Information Technology amp Teacher Education International Conference Charlestown SC [Online] [Accesssed on 25th February 2015] httprouoweduaucgiviewcontentcgiarticle=1110ampcontext=edupapers
References 12
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi
Meyer T (2005) lsquoIntroduction to Multimedia Learningrsquo in RMeyer (ed) The Cambridge Handbook of Multimedia Learning Cambridge Cambridge University Press
Nerantzi C (2015) The Playground Model for Creative Professional Development In Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2A June 2015 pp 40-50 available at httpwwwcreativeacademicuk
Nerantzi C amp James A (eds) (2015) Exploring Play in Higher Education Creative Academic Magazine Issue 2a Issue 2b June 2015 available at httpwwwcreativeacademicukmagazinehtml
Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
References 22
Join us for 90 mins of playful learning
on the 3rd of December in Berlin We will be in DES31
(1615-1730)
Dr Jenny Fisher amp Chrissi Nerantzi