Abstract
This article recounts a small group of students’ and their supervisor’s reflections on play utilized at their meetings and as part of a Problem Based Learning (PBL) process. The students’ experienced how a more untraditional professor-student relationship rose and transformed how they interacted and related to each other to a more holistic, trustful, sensitive, open, creative and collaborative form, which gave rise to the following wondering: What is it a playful approach can bring into the learning-space, relationship and collaboration between students and their supervisor in a PBL process? Why did the students find that this experience enhanced a different learning form, from the one they knew from their earlier PBL processes? What was it the playful approach to PBL as a learning method had mediated? The article leads on to a distinction and a model encircling three different knowledge forms based on respectively PBL as a problem-solving approach to learning and PpBL (Play and Problem Based Learning) where a more playful, experimenting and intuitive approach to PBL is utilized.
Originalsprog | Engelsk |
---|---|
Tidsskrift | Journal of Problem Based Learning in Higher Education |
Vol/bind | 3 |
Udgave nummer | 1 |
Sider (fra-til) | 63-77 |
ISSN | 2246-0918 |
DOI | |
Status | Udgivet - 2015 |
Emneord
- Play, PBL, PpBL, creativity, learning, not-yet-embodied knowledge, self-transcending knowledge