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A playground model for learning Dr Jenny Fisher and Chrissi Nerantzi
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Transcript of A playground model for learning Dr Jenny Fisher and Chrissi Nerantzi
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A playground model for learning Summer CELT Learning and Teaching Conference
15 July 2015, MMU Dr Jenny Fisher @jennycfisher & Chrissi Nerantzi @chrissinerantzi
https://upload.wikimedia.org/wikipedia/commons/c/c5/Playground_at_Fuji-Hakone-Izu_National_Park.jpg
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The plan
1. Experience playful learning
– Make > Story > Animate
– Gamify?
2. Playground pedagogy
3. Reflect on your practice and opportunities for playful learning.
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Story themes
Sustainability Internationalisation
Inclusivity Creativity
Innovation Professionalism
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Ideas for gamification
• Collect points on specific criteria
• Add a twist as you go along
• Voting
• Collaboration
• Competition
• Assessment
• Badges
• Use smart devices
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If we have time, we could briefly discuss what follows
I think we should leave this as it will take up time
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Animating as assessment
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Why animation ?
• Variety in assessment
• Students’ diverse learning styles
• Authentic learning (Herrington, Rees and Oliver, 2010)
• Employability – increasing use of digital technology
• Research identifies that students benefit from creating and designing artefacts for audiences (Hoban, 2009)
Why animation?
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Embedding animating in curriculum
• Threshold concept (Meyer and Land, 2003)
– Facilitating students understanding of troublesome knowledge
• ‘students keen to be involved in developing the digital environment’(Beetham, 2014:online)
• ‘People learn more deeply from words and pictures than from words alone’ (Meyer, 2005: 31)
Embedding assessment
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Student feedback on animation
“Go 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 topic”. “This
animation was a lot more enjoyable than an essay or a presentation”
“I think this animation is a fantastic idea and without it I wouldn't have passed the modual 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 assessment”
“I’m a L6 Social Care student and I took this unit last year – 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 understanding!”
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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/
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Pedagogical Playground Model (Nerantzi, 2015)
Playground 1.o supervised
Playground 2.0 participatory
Playground 3.0 self-determined
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Community Spaces – Connecting people
Open Spaces - Expansive minds
Story Spaces - Connecting hearts
Making Spaces – Connecting hands
Thinking Spaces – Connecting minds
Unit Learning Outcomes On successful completion of this unit, participants will be able to: • Critically discuss creative teaching as a driver for student engagement
and learning in their own professional context. • Develop and implement an innovation in their own practice. • Critically evaluate their innovation. 2 terms practice-based assessment – implement and evaluate an innovation Digital portfolios owned by students
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• Greenhouse contributions
• Academic posters • Conference
workshops • Published articles
Nerantzi, C. & James, A. (eds.) (2015) Exploring Play in Higher Education, Creative Academic Magazine, Issue 2a, Issue 2b, June 2015, available athttp://www.creativeacademic.uk/magazine.html
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“I found problem solving two ideas at once great because when you ran out of ideas for one problem, you could switch to the other one, unblocking the mental block.” session 2
What students said “Realised how my own learning preference/beliefs influence and perhaps constrain my practice as a teacher.” session 3
“Very exciting. I’ve got creative ideas already able to use. Motivated to do reading.” session 1
“The best one! Making is learning and learning is knowing you are able to make sense of things in pictures, ideas, balloons, people smile ;)” session 5
“Playing with ideas leads to innovation.” session 4
student
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http://www.curriculet.com/blog/wp-content/uploads/Blooms-Taxonomy.png
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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)
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Animated stories workshop using LEGO pictures from the workshop
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Collaborative storymaking using LEGO
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Creating scenes
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Collaborative storymaking using LEGO
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Animating collaborative story using own devices
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Sharing animation
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We asked colleagues at the end how they could use such an approach in their own practice.
Below are their responses
• Explores identity • Encourage inclusivity and social engagement • Team working skills • Teamwork, collaboration – Hands on, creative thinking etc etc • Explore complex concepts • Represent processes / experiences • Library – illustrate challenge of how to find information for their assignments • Making a creative activity at the level of the students • Including physical creativity as well as digital creativity • Possibly use for induction – to explore person identity then groups • Think visually • Great ice-breaking activity as a precursor to group work in a safe environment • Fun / playful activities help in communication / sharing ideas • Will definitely use – great ice-breaker
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References 1
Beetham, H. (2014) Students' experiences and expectations of the digital environment. [Online] [accessed on 10th June 2015] https://www.jisc.ac.uk/blog/students-experiences-and-expectations-of-the-digital-environment-23-jun-2014 Herrington, J., Reeves, T.C & Oliver, R. (2010). A guide to authentic e-learning. London and 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 & Teacher Education International Conference Charlestown, SC. [Online] [Accesssed on 25th February 2015] http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1110&context=edupapers James, A. & Brookfield S. (2014) Engaging Imagination. Helping Students become creative and reflective thinkers, San Francisco, CA: Jossey-Bass.
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References 2
James, A. & Brookfield S. (2014) Engaging Imagination. Helping Students become creative and reflective thinkers, San Francisco, CA: Jossey-Bass Meyer, R. (2009). Multimedia Learning. Cambridge: Cambridge University Press. Meyer, J. and Land, R. (2003) Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising within the Disciplines. [Online] [Accessed 10th June 2015] http://www.etl.tla.ed.ac.uk//docs/ETLreport4.pdf 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/ Nerantzi, C. & James, A. (eds.) (2015) Exploring Play in Higher Education, Creative Academic Magazine, Issue 2a, Issue 2b, June 2015, available at http://www.creativeacademic.uk/magazine.html
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A playground model for learning Summer CELT Conference, 15 July 2015, MMU
Dr Jenny Fisher @jennycfisher & Chrissi Nerantzi @chrissinerantzi
https://upload.wikimedia.org/wikipedia/commons/c/c5/Playground_at_Fuji-Hakone-Izu_National_Park.jpg