Play as mediator for knowledge-creation in Problem Based Learning

Ann Charlotte Thorsted, Rie Grønbeck Bing, Michael Kristensen

Research output: Contribution to journalJournal articleResearchpeer-review

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.
Original languageEnglish
JournalJournal of Problem Based Learning in Higher Education
Volume3
Issue number1
Pages (from-to)63-77
ISSN2246-0918
DOIs
Publication statusPublished - 2015

Cite this

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title = "Play as mediator for knowledge-creation in Problem Based Learning",
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.",
keywords = "Play, PBL, PpBL, creativity, learning, not-yet-embodied knowledge, self-transcending knowledge",
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Play as mediator for knowledge-creation in Problem Based Learning. / Thorsted, Ann Charlotte; Bing, Rie Grønbeck; Kristensen, Michael.

In: Journal of Problem Based Learning in Higher Education, Vol. 3, No. 1, 2015, p. 63-77.

Research output: Contribution to journalJournal articleResearchpeer-review

TY - JOUR

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AU - Bing, Rie Grønbeck

AU - Kristensen, Michael

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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.

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