PDP in 3D with Lego Serious Play University of Surrey September 10 2014 Dr Alison James Associate Dean Learning & Teaching LCF Finn Stone. Lego Stilettos.

PDP in 3D with

Lego Serious Play

University of SurreySeptember 10 2014

Dr Alison JamesAssociate Dean

Learning & TeachingLCF

Finn Stone. Lego Stilettos

Practice

Pedagogy

Model from James & Brookfield (2014)

Our definitions

creativity

• The making of newness, including adoption of thinking processes or borrowing from one domain to enhance another

• Joy, flair, value• Not just wacky

imagination

• Conjuring possibilities

• Fanciful, not necessarily fantasist

• Other ways of being, seeing, doing and becoming

• Extending and fulfilling

Play(fulness)

• A childlike, not childish, mode of enquiry

• A means of exploring possibilities through simulation

• Re-energising and freeing

Model from James & Brookfield (2014)

learning preferences & LSP

“It feels like when I put my thoughts on paper and try to fit them into the structures and rules of academic writing, my own thoughts become alien to me and I no longer understand them or see the logic of them in the same way”

Line, Scandinavian student

http://en.daringtodo.com/2008/12/lego-serious-play-lego-serious-play/

Building up a metaphorical language

SpiderLego baseHolder for mobileHairdryersTiddly-wink gameDennis the MenaceLego holdersCup holderA piece of jewelleryWeird crabInk blotBase to launch a rocketA garment worn by Janet Jackson

How LSP worksYou

• Identify a question or subject • Warm up your skills• Develop and use metaphor to structure your thoughts • Follow a four part process in which you question, build, share and

reflect• Use one or more of seven applications, which can be customised to

suit the question/topic• Build individual and joint models, from small single items to complex

and large scale systems• Add to, adjust or develop one area or action from model: ‘double

clicking’• Offer comments and observations on others’ models

Lego workshop structure

Modelling identity and PDP through metaphorical builds and discussion

• 1.5 hours skills building• First model of where they are now – skills, attributes, feelings,

experiences• Sharing and discussion of models, feedback• Developing one area or action from model: ‘double clicking’• Sharing and discussion• Gifting – creating for fellow student something that you believe to

be true about them and which is missing from their model• Evaluation in Pod using Brookfields’s CIQ

“If you don’t know what to build, start building”

LSP Manual

“How do I know what I think till I see what I

say?”

E.M.Forster, Aspects of the Novel

Things students found beneficial

• Using metaphor helped them think more creatively• Ways of listening and responding• Improved attention and concentration• Deepening of analysis of experience• Visualising actions and emotions• Planning next steps in 3D• Broadened English• Good for students with dyslexia/ADHD• international students felt more included• Relationship building

I have understood within my model that my weakness lay in my tendencies to do things safely, repeat what I’ve done before because I know I can do it, but it is not risky nor innovative, therefore that work cannot be excellent.

The Lego workshop was indeed very interesting. The activities helped me to “loosen up” my mind and somehow it felt like I was being less restricted when coming up with ideas and even words to describe my learning journey at the end of the workshop as compared to the start. By getting us to build anything out of random blocks to illustrate our learning journey, it felt like it really exercised and challenged my creativity”

I have understood within my model that my weakness lay in my tendencies to do things safely, repeat what I’ve done before because I know I can do it, but it is not risky nor innovative, therefore that work cannot be excellent.

The Lego workshop was indeed very interesting. The activities helped me to “loosen up” my mind and somehow it felt like I was being less restricted when coming up with ideas and even words to describe my learning journey at the end of the workshop as compared to the start. By getting us to build anything out of random blocks to illustrate our learning journey, it felt like it really exercised and challenged my creativity”

Where (else) is LSP being used?• to explore team identity • For student PPD• To think about student

engagement • To reflect on roles • To think about progress and

planning• In industry collaborations• To understand topics better• For academic support• To understand threshold concepts• For evaluation & course

monitoring

• To develop consensus and share ideas

• To build connections between people

• To explore sustainability • To share conceptions of how

we motivate learning• In doctoral study• For professional

development outside the university/abroad

• In a Community of Practice

Not sure if you remember me, I am from the Language Centre supporting students on the IPF course. I came to one of your Lego PPD workshops in Mare St. I just had to tell you that since then I have been following the same model with my two boys (aged 4 and 7) every morning before school.

“the tractor of authorship! I’m really starting to get this technique a whole lot better” Professor Stephen Brookfield

Shock

Denial

Confusion

Depression/Turning Point

Acceptance

Experimentation

Adjustment

Adaptation of Kubler-Ross Change Curve, as Lego experience

[email protected]@alisonrjames