TY - JOUR
T1 - Play as mediator for knowledge-creation in Problem Based Learning
AU - Thorsted, Ann Charlotte
AU - Bing, Rie Grønbeck
AU - Kristensen, Michael
PY - 2015
Y1 - 2015
N2 - 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.
AB - 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.
KW - Play, PBL, PpBL, creativity, learning, not-yet-embodied knowledge, self-transcending knowledge
U2 - 10.5278/ojs.jpblhe.v3i1.1203
DO - 10.5278/ojs.jpblhe.v3i1.1203
M3 - Journal article
SN - 2246-0918
VL - 3
SP - 63
EP - 77
JO - Journal of Problem Based Learning in Higher Education
JF - Journal of Problem Based Learning in Higher Education
IS - 1
ER -