Playing for change, playshop resources, Dr Jenny Fisher and Chrissi Nerantzi

Playing for change

3rd of December 2015 educa Berlin (1615-1730 Room DES31) Dr Jenny Fisher jennycfisher amp Chrissi Nerantzi chrissinerantzi

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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)

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Would you like to find out what this is all about Then click next

Chrissi Nerantzi Academic Developer chrissinerantzi

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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 )

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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