Materialitet, kropslighed og kommunikation i legeeksperimenter på tværs af uddannelser

Authors

DOI:

https://doi.org/10.7146/dut.v17i33.131907

Abstract

Formålet med denne artikel er at undersøge og diskutere legende tilgange til læring i samarbejde på tværs af pædagog- og læreruddannelsen med afsæt i legeeksperimenter i ”BA-Lab”, der udvikles som et legende sted og rum for kollaborativ, kreativ og dialogisk udvikling af og refleksion over bachelorprojekter. Artiklen viser med metodologisk inspiration fra Design-Based Research, hvordan ”BA-Lab” som iterative legeeksperimenter gennemført i 2021 skaber nye rum for studerendes handling og deltagelse på tværs af professions- og uddannelsesgrænser. Dette udfoldes i tre overordnede temaer om 1) ”Legeframing” og kommunikative strategier, 2) Legeeksperimenter med kropslighed og følelser og 3) Legematerialer i relationelle og refleksive perspektiver. Til sidst diskuteres kollaborativ og tværgående udvikling af BA-Lab i relation til designprincipper som fælles sprog for pædagogisk udvikling og eksperimenteren samt pædagogiske implikationer, muligheder og opmærksomheder for (legende) videregående uddannelse.

Author Biographies

Kim Holflod, Københavns Professionshøjskole & DPU, Aarhus Universitet

PhD Fellow, DPU, Aarhus Universitet & Københavns Professionshøjskole

Mathias Sune Berg, Københavns Idrætsefterskole (KIES)

Lektor, ph.d., Institut for Læreruddannelse, Københavns Professionshøjskole

References

Aagerup, L. C., Hansen, S. J., Willaa*, K. C. W., Nissen, A., Pedersen, L., Viskum, U., ... Thomsen, D. G. (2015). Børn og unge på tværs. Metropol, København: Professionshøjskolen Metropol.

Addo, A., & Castle, E. (2015). A Cross-Institutional Ethnographic Project: Mapping Play in Intercultural Communities. Higher Education Studies, 5(1), p1. https://doi.org/10.5539/hes.v5n1p1

Akkerman, S., & Bakker, A. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research, 81, 132 - 169. https://doi.org/10.3102/0034654311404435

Anderson, T., & Shattuck, J. (2012). Design-Based Research: A Decade of Progress in Education Research? Educational Researcher, 41(1), 16-25. https://doi.org/10.3102/0013189X11428813

Arnab, S., Clarke, S., & Morini, L. (2019). Co-Creativity through Play and Game Design Thinking. Electronic Journal of E-Learning, 17(3), 184-198. https://doi.org/10.34190/JEL.17.3.002

Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. Journal of the Learning Sciences, 13(1), 1-14. https://doi.org/10.1207/s15327809jls1301_1

Bateson, G. (1972). A theory of play and fantasy. Steps to an ecology of mind, Ballantine Books, New York, 177-193.

Berg, M. S. (2018). Kroppens betydning for lærerens lederskab. Københavns Universitet.

Bogers, M., & Sproedt, H. (2012). Playful Collaboration (or Not): Using a Game to Grasp the Social Dynamics of Open Innovation in Innovation and Business Education. Journal of Teaching in International Business, 23(2), 75-97. https://doi.org/10.1080/08975930.2012.718702

Brandi, U., & Sprogøe, J. (2019). Det magiske øjeblik: kvalitativ analyse skridt for skridt. Hans Reitzels Forlag.

Braun, V. & Clarke, V. (2019). Reflecting on reflexive thematic analysis, Qualitative Research in Sport, Exercise and Health, 11:4, 589-597, https://doi.org/10.1080/2159676X.2019.1628806

Braun, V. & Clarke, V. (2021): Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches. British Association for Counselling and Psychotherapy, vol 21, 1. https://doi.org/10.1002/capr.12360

Brown, A. H. (1992). Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings, Journal of the Learning Sciences, 2:2, 141-178, https://doi.org/10.1207/s15327809jls0202_2

Buss, L. G. (2020). Tværprofessionelt samarbejde. I N. E. Jensen, H. Jæger, & T. Bollerup-Jensen (red.), Tæt på pædagogik: Grundfaglighed på pædagoguddannelsen (1 udg., 257-273). Hans Reitzels Forlag.

Choi, J. H.-J., Payne, A., Hart, P., & Brown, A. (2018). Creative Risk-Taking: Developing Strategies for First Year University Students in the Creative Industries. International Journal of Art & Design Education, 38(1), 73-89. https://doi.org/10.1111/jade.12169

Christensen, O., Gynther, K., & Petersen, T. B. (2012). Tema 2: Design-Based Research - introduktion til en forskningsmetode i udvikling af nye E-læringskoncepter og didaktisk design medieret af digitale teknologier. Tidsskriftet Læring Og Medier (LOM), 5(9). https://doi.org/10.7146/lom.v5i9.6140

Cremers, P.H.M., Wals, A.E.J., Wesselink, R. et al. (2017). Utilization of design principles for hybrid learning configurations by interprofessional design teams. Instructional Science 45, 289-309. https://doi.org/10.1007/s11251-016-9398-5

Estalella, A. & Criado, T.S. (2018). Experimental collaborations: Ethnography throughout fieldwork devices. Berghahn Books, (The EASA series, 34). https://doi.org/10.2307/j.ctvw04cwb

Gudiksen, S. & Skovbjerg, H. M. (2020). Framing Play Design. A Hands-on Guide for Designers, Learners and Innovators. BIS publishers.

Gulløv, J. M. (2017). Tværprofessionelt samarbejde mellem autonomi og styring. Tidsskrift for professionsstudier, 2017(25), 6-14. [1]. https://doi.org/10.7146/tfp.v13i25.96966

Holflod, K., (2022) "Voices of Playful Learning", The Journal of Play in Adulthood 4(1), p.72-91. https://doi.org/10.5920/jpa.1007

Huizinga, J. (1949). Homo ludens. A study of play element in culture. London: Routledge & Kegan Paul Ltd.

James, A. (2019). Making a case for the playful university. In A. James & C. Nerantzi (Eds.), The power of play in higher education: creativity in tertiary learning. Palgrave Macmillan. https://doi.org/10.1007/978-3-319-95780-7

James, A. & Nerantzi, C. (2019). The power of play in higher education: creativity in tertiary learning. Palgrave Macmillan. https://doi.org/10.1007/978-3-319-95780-7

Jensen, J. B., Pedersen, O., Lund, O., & Skovbjerg, H. M. (2021). Playful approaches to learning as a realm for the humanities in the culture of higher education: A hermeneutical literature review. Arts and Humanities in Higher Education. https://doi.org/10.1177/14740222211050862

Jørgensen, H.H., Schrøder, V., & Skovbjerg, H.M. (2022): Playful Learning, Space and Materiality: An Integrative Literature Review, Scandinavian Journal of Educational Research, https://doi.org/10.1080/00313831.2021.2021443

Keitsch, M. M. (2015). Boundary Objects as Means for Knowledge Generation in Design Education. International Conference on Engineering and Product Design Education.

Koeners, M. P., & Francis, J. (2020). The physiology of play: Potential relevance for higher education. International Journal of Play, 9(1), 143-159. https://doi.org/10.1080/21594937.2020.1720128

Majgaard, G. (2010). Robotteknologi og leg som arena for tværfagligt samarbejde - Studerende på tværs af professionsuddannelser designer teknologiske lege-, lærings- og rehabiliteringskoncepter. MONA - Matematik- Og Naturfagsdidaktik, (2).

Masek, L., & Stenros, J. (2021). The Meaning of Playfulness: A Review of the Contemporary Definitions of the Concept across Disciplines. Eludamos: Journal for Computer Game Culture, 12(1), 13-37. https://doi.org/10.7557/23.6361

Nerantzi, C. (2019). The playground model revisited, a proposition to boost creativity in academic development. In The Power of Play in Higher Education: Creativity in Tertiary Learning (pp. 317-332). Springer International Publishing. https://link.springer.com/book/10.1007/978-3-319-95780-7

Neuderth, S., Lukasczik, M., Thierolf, A., Wolf, H.-D., van Oorschot, B., König, S., Unz, D., & Henking, T. (2018). Use of standardized client simulations in an interprofessional teaching concept for social work and medical students: First results of a pilot study. Social Work Education, 38(1), 75-88. https://doi.org/10.1080/02615479.2018.1524455

Nørgård, R. T., & Moseley, A. (2021). The Playful Academic. The Journal of Play in Adulthood, 3(1), Article 1. https://doi.org/10.5920/jpa.954

Nørgård, R. T., Toft-Nielsen, C., & Whitton, N. (2017). Playful learning in higher education: developing a signature pedagogy. International Journal of Play, 6(3), 272-282. https://doi.org/10.1080/21594937.2017.1382997

Pánek, J., Pászto, V., & Perkins, C. (2018). Flying a kite: Playful mapping in a multidisciplinary field-course. Journal of Geography in Higher Education, 42(3), 317-336. https://doi.org/10.1080/03098265.2018.1463975

Pors, J. G., & Åkerstrøm Andersen, N. (2015). Kerneløse kerneopgaver: Skolen som potentialiseringsmaskine. In H. Bjerg, & N. Vaaben (Eds.), At lede efter læring: Ledelse og organisationer i den reformerede skole (299-318). Samfundslitteratur.

Proyer, R.T. (2017). A multidisciplinary perspective on adult play and playfulness, International Journal of Play, 6:3, 241-243, https://doi.org/10.1080/21594937.2017.1384307

Rasmussen, B. M. (2017). Professionsdannelse og tværprofessionel teori og forskning. I H. H. Hjermitslev, T. R. S. Albrechtsen, & B. Morthorst Rasmussen (eds.), Professionsdannelse på tværs: samarbejde og faglighed i og omkring den nye folkeskole (81-119). Djøf Forlag.

Roos, J. (2006). Thinking From Within: A Hands-On Strategy Practice. 10.1057/9780230597419. https://doi.org/10.1057/9780230597419

Sicart, M. A. (2014). Play Matters. MIT Press. Playful Thinking. https://doi.org/10.7551/mitpress/10042.001.0001

Star, S. L., & Griesemer, J. R. (1989). Institutional ecology, "translations" and boundary objects: Amateurs and professionals in Berkeley"s Museum of vertebrate zoology. Social Studies of Science, 19(3), 387-420. https://doi.org/10.1177/030631289019003001

Svendler Nielsen, C. (2012). The lived space of artistic primary school education: the significance of embodiment and vulnerability. In S. Ravn, & L. Rouhiainen (Eds.), Dance Spaces: Practices of Movement (pp. 177-192). Syddansk Universitetsforlag.

Sweeney, C., O"Sullivan, E., & McCarthy, M. (2015). Keeping It Real: Exploring an Interdisciplinary Breaking Bad News Role-Play as an Integrative Learning Opportunity. Journal of the Scholarship of Teaching and Learning, 15(2), 14-32. https://doi.org/10.14434/josotl.v15i2.13262

Todres, L. (2011) (Ed.). Embodied enquiry. Phenomenological touchstones for research, psychotherapy and spirituality. New York, NY: Palgrave Macmillan.

Turkle, S. (2011). Evocative objects. Cambridge: MIT Press.

Undervisningsministeriet (2015): Bekendtgørelse om uddannelsen til professionsbachelor som lærer i folkeskolen. BEK nr 1068 af 08/09/2015. København, Uddannelses- og Forskningsministeriet.

Undervisningsministeriet (2017): Bekendtgørelse om uddannelsen til professionsbachelor som pædagog. BEK nr 354 af 07/04/2017. København, Uddannelses- og Forskningsministeriet.

van der Aalsvoort, G., & Broadhead, P. (2016). Working Across Disciplines to Understand Playful Learning in Educational Settings. Childhood Education, 92(6), 483-493. https://doi.org/10.1080/00094056.2016.1251798

van Manen, M. (2002). The Tone of Teaching. London, Ontario: The Althouse Press

van Manen, M. (2014). Phenomenology of Practice: Meaning-Giving Methods in Phenomenological Research and Writing (1st ed.). Routledge. https://doi.org/10.4324/9781315422657

Villadsen, A., Allain, L., Bell, L., & Hingley-Jones, H. (2012). The Use of Role-Play and Drama in Interprofessional Education: An Evaluation of a Workshop with Students of Social Work, Midwifery, Early Years and Medicine. Social Work Education, 31(1), 75-89. https://doi.org/10.1080/02615479.2010.547186

Wang, F., Hannafin, M.J. Design-based research and technology-enhanced learning environments. ETR&D 53, 5-23 (2005). https://doi.org/10.1007/BF02504682

Whitton, N. (2018). Playful learning: Tools, techniques, and tactics. Research in Learning Technology. 26. https://doi.org/10.25304/rlt.v26.2035

Whitton, N., & Langan, M. (2019). Fun and games in higher education: An analysis of UK student perspectives. Teaching in Higher Education, 24(8), 1000-1013. https://doi.org/10.1080/13562517.2018.1541885

Winther, H. (2012). Det professionspersonlige - om kroppen som klangbund i professionel kommunikation. I KROPPENS SPROG I PROFESSIONEL PRAKSIS - om kontakt, nærvær, lederskab og personlig kommunikation (1. udg., s. 74-88). Værløse: Billesø & Baltzer.

Winther, H. (2013). Professionals Are Their Bodies: The Language of the Body as Sounding Board in Leadership and Professional Communication. I THE Embodiment of Leadership (Bd. 2013, s. 21). San Francisco: International Leadership association.

Downloads

Published

2022-10-31

How to Cite

Holflod, K., & Berg, M. S. (2022). Materialitet, kropslighed og kommunikation i legeeksperimenter på tværs af uddannelser. The Danish Journal of Higher Education, 17(33). https://doi.org/10.7146/dut.v17i33.131907