Abstract
As part of a PhD project examining the integration of playful learning approaches and student teachers’ use of digital artefacts and physical activity, this study investigated how student teachers approach playful learning in an online environment. A pilot test revealed some reservations that arose when student teachers were encouraged to make a Rube Goldberg machine as an alternative approach to curricula. The present study considered these reservations and focused on facilitating a space for exploring playful approaches. Insights from Gudiksen and Skovbjerg (2020) showed that feeling safe is prerequisite for being playful, and therefore creating a safe space is necessary. A design-based research approach was used to plan and conduct two parallel teaching modules in an online environment. The modules were developed to investigate the students’ reservations, the reservations’ connection to specific situations and the occurrence of new modes of playful approaches to learning. The theoretical framework drew on insights from Whitton and Moseley (2019), who argued that playfulness among students is often a state of mind and they must be willing to embrace the playful activity so that learning can emerge through an iterative process—one with no guarantee of success or a clear endpoint. Furthermore, Goffman's (1959) theory of front-, back-and off-stage, as well as Meyrowitz’s (1986) work, contributed to understanding how students engage in playful activities in an online environment. A situational analysis of video recordings was used to understand how the students navigated in a learning environment that was open-ended and unfamiliar. This analysis determined any patterns in the students’ positioning when engaged in playful activities in these online situations. The study confirmed that learning designs featuring a safe space facilitate students’ playful approach. Furthermore, it showed that when moving from an educational setting with predetermined teacher and student positions and learning agenda towards open-ended learning situation, the majority of students developed failing, experimenting and hacking skills.
| Originalsprog | Engelsk |
|---|---|
| Titel | Proceedings of the 20th European Conference on e-Learning, ECEL 2021 |
| Redaktører | Carsten Busch, Martin Steinicke, Regina Frieß, Tilo Wendler |
| Antal sider | 7 |
| Forlag | Academic Conferences and Publishing International |
| Publikationsdato | 2021 |
| Sider | 567-573 |
| ISBN (Trykt) | 9781914587191 |
| Status | Udgivet - 2021 |
| Begivenhed | 20th European Conference on e-Learning, ECEL 2021 - Virtual, Online Varighed: 28 okt. 2021 → 29 okt. 2021 |
Konference
| Konference | 20th European Conference on e-Learning, ECEL 2021 |
|---|---|
| By | Virtual, Online |
| Periode | 28/10/2021 → 29/10/2021 |
| Navn | Proceedings of the European Conference on e-Learning, ECEL |
|---|---|
| ISSN | 2048-8637 |
Bibliografisk note
Funding Information:In 2019, the Danish project Playful Learning was initiated and funded by the LEGO Foundation. The project aims at creating a program for both teacher and social education with focus on playfulness. A partnership between the LEGO Foundation, Kolding Design School and six University Colleges was established to create a research base. The project aims to gain new insights into teaching practices and encourage students to search for meaning beyond their existing understanding of learning (Gudiksen and Skovbjerg, 2020). The goal of the project was that students would experience excellent teaching that supports experimental and playful learning (Playful Learning, 2021a). The long-term goal was to educate excellent teachers who are capable of creating playful learning environments in Danish primary schools.
Publisher Copyright:
© the authors, 2021. All Rights Reserved.