Playing board games for learning at uni, really? Dr Chrissi Nerantzi (FSEDA, SFHEA, CMALT, NTF), @chrissinerantzi, CELT, Manchester Met Seminar series SEED “Teaching matters”, University of Manchester, 7 December 2017 “If you don’t feel like an idiot at least once a day, you need to work less and play more. Dumb errors force us to learn, progress and innovate.” (Kessels, 2016, 129) https://get.pxhere.com/photo/play-recreation-red-color-cone-board-game-fun-sports-games-shape-entertainment-voltage-parchesi-up-not-indoor-games-and-sports- tabletop-game-english-draughts-game-stone-1160644.jpg
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Playing board games for learning at uni, really?Dr Chrissi Nerantzi (FSEDA, SFHEA, CMALT, NTF), @chrissinerantzi,
CELT, Manchester MetSeminar series SEED “Teaching matters”, University of Manchester, 7 December 2017
“If you don’t feel like an idiot at least once a day, you need to work less and play more. Dumb errors force us to learn, progress and innovate.” (Kessels, 2016, 129)
Nerantzi, C. (2016) Learning to play, playing to learn: the rise of playful learning in higher education – Digifest 2016, 25 February 2016, available at https://www.jisc.ac.uk/news/learning-to-play-playing-to-learn-the-rise-of-playful-learning-in-he-25-feb-2016 interviewed by Michelle Pauli
Q1: Which board games have you played/do you like playing? Speed dating and sharing.
Q3: What bothers you about board games?
@chrissinerantzi
“Only when we care about
experimentation, play, and questionsmore than efficiency, outcomes, and answers do we have a space that is truly open to the
imagination. And where imaginations play, learning happens.” (Thomas & Seely
Brown, 2011, 118)
@chrissinerantzi
Creative reflection: James & Brookfield (2014, 54)
Criticality Creativity
Playfulness Imagination
Reflection
“Blending creativity and reflection, and infusing them with qualities of imagination and play, creates a powerful cocktail that enhances learning”. James & Brookfield (2014, 55)
@chrissinerantzi
• Capture something you did recently in one of your sessions that didn’t work.
Playground Pedagogy Three main theories of teaching
(Ramsden, 2008)
Playground 1.0 supervised > feeling safe,
developing trust
Theory 1: Teaching as telling, transmission
or delivery - PASSIVE
Playground 2.0 participatory > gaining
playful confidence through guided
playful learning
Theory 2: Teaching as organising or
facilitating student activity - ACTIVE
Playground 3.0 self-determined >
autonomy, developing and sustaining
play-active practice
Theory 3: Teaching as making learning
possible – SELF-DIRECTED
Nerantzi, C. (2015) The Playground Model for Creative Professional Development, In: Nerantzi, C. & James, A. (eds.) (2015) Exploring Play in Higher Education, Creative Academic Magazine, Issue 2A, June 2015, pp. 40-50, available at http://www.creativeacademic.uk/
Brookfield, S. (2017) Creative approaches to stimulate classroom discussions, in: Watts, L.S. & Blessinger, P. (2017) Creative learning in higher education. International perspectives and approaches, London: Routledge, pp. 159-176
Brown, S. (2010) Play. How it shapes the brain, opens the imagination, and invigorates the soul, New York: Penguin.
James, A. & Brookfield S. (2014) Engaging Imagination. Helping Students become creative and reflective thinkers, San Francisco, CA: Jossey-Bass.
Kessels, E. (2016) Failed it! How to turn mistakes into ideas and other advice for successfully screwing up, London: Phaidon press.
Nerantzi, C. (2015) The Playground Model for Creative Professional Development, In: Nerantzi, C. & James, A. (eds.) (2015) Exploring Play in Higher Education, Creative Academic Magazine, Issue 2A, June 2015, pp. 40-50, available at http://www.creativeacademic.uk/
Whitton, N. & Moseley, A. (2012) Designing low-cost games for learning, in:Whitton, N. & Moseley, A. (eds.) Using games to enhance learning and teaching. A beginner’s guide, Oxon: Routledge