Exploring creativity in the context of learning and teaching in HE 6 Oct 14, an LSP workshop with Chrissi Nerantzi @chrissinerantzi
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This document discusses the LEGO Serious Play method, which uses LEGO bricks to facilitate reflection, insight, and sharing. It can help visualize complex concepts, increase confidence and commitment, and foster a safe community. The method involves building models to represent aspects of creativity, both personally and collectively. It draws on theories of learning by making, flow experiences, and gaining new understanding through metaphors. The role of the facilitator is to ask questions, provide support, and ensure all participate while respecting each builder's ownership of their models and metaphors.
Exploring creativity in the context of learning and teaching in HE 6 Oct 14, an LSP workshop with Chrissi Nerantzi @chrissinerantzi
- 1. LEGO® in the Greenhouse Exploring creativity in the context of learning and teaching in HE 6 Oct 14, an LSP workshop with Chrissi Nerantzi @chrissinerantzi (accredited LSP facilitator) counts towards https://itfarmer.files.wordpress.com/2010/05/finally-got-that-night-shot1.jpg
- 2. It is not about the bricks but what the bricks enable!
- 3. “Building the intangible into physical models, and articulating and visualising data can help us see what we may otherwise be missing, and find the surprising patterns.” (Kristiansen & Rasmussen, 2014, 215)
- 4. What do we ask our students to do in HE?
- 5. LSP is real life stuff •think •reflect •question •explore •discover •create •construct •share •learn
- 6. Task 1 (1 min): Build a boat. Task 2 (3 mins): Personalise the boat so that it says something about yourself. Share with others. LSP: Warm-up
- 8. Why? To increase... •Insight •Confidence •Commitment •Goal (A->B) •Complex process •Sharing for a purpose •Community feel, safe place When? Collective intelligence
- 9. transformation of experiences •from passive to active •from the individual to the group •from focus on self to self- and social-awareness •from domination to pan-participation •from construction to de-construction to re-construction •from replication to uniqueness
- 10. LEGO® Serious Play® •Pan-participation, community > safe Rasmussen, 2006) •Learning through play (Brown, 2010) •Thinking with our hands & learning through making (Gauntlett, 2011); James, 2013) •Learning through metaphors (Schön, 1983) •Helps reflecting, opening up and sharing (Nerantzi & McCusker, 2014; Nerantzi & Despard, 2014) •Insight into complex situations, understanding self and others •Facilitated by trained LSP practitioner (The LEGO Group, 2010; James, 2013)
- 11. theoretical underpinning “learning by making” Constructionism (Papert) “In flow” (Csikszentmihalyi) “hard fun” (Papert) “new understanding through metaphors” (Schön) LSP
- 12. LSP Method steps 1. Ask a question 2. Build 3. Share 4. Reflect
- 13. We trust our hands! We trust the process! We all build! We all participate! Remember!
- 14. •The builder owns the model •Metaphors belong to the builder •We talk about the model
- 15. the role of the LSP facilitator •Active listening •Use open questions •Remind participants to focus on the model, also to touch the model! •Avoid making judgement •Avoid imposing interpretations •Role: coach, facilitator, consultant, tech-support
- 16. Task 1: Build a model to visualise your creative self. Task 2: Build a model to show how you think others see you as a creative individual. Task 3: Build a model of the creative professional you would like to become. Task 4: Share your model with the group. LSP: creative identity
- 17. Task 1: Build a model that shows what creativity means to you in the context of learning and teaching? Task 2: Add a red brick to the feature that is most important to you. Task 3: Share with the group. Task 4: Create a shared model to establish what creativity means to the group. LSP: personal and collective creativity
- 18. https://farm8.staticflickr.com/7381/13463125553_51d503834e_z.jpg Gain deeper insights through play, reflection and sharing
- 19. References •Brown, S. (2010) Play. How it shapes the brain, opens the imagination, and invigorates the soul, London: Avery, Penguin. •James, A. R. (2013) Lego Serious Play: a three-dimensional approach to learning development, in: Journal of Learning Development in Higher Education, No. 6 (2013), available at http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=article&op=view&path%5B%5D=208&path%5B%5D=154 •Gauntlett, D. (2011) Making is connecting. The social meaning of creativity, from DIY and knitting to YouTube and Web2.0, Cambridge: Polity Press. •Kristiansen, P. & Rasmussen, R. (2014) Building a better business using the LEGO® Serious Play® Method, Hooken: Wiley. •Nerantzi, C and Despard, C (i2014) Lego models to aid reflection. Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision, Journal Perspectives in Applied Academic Practice •Nerantzi, C and McCusker, S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education, OER14 Building Communities of Open Practice, Conference Proceedings, 28-29 April 2014, Centre for Life, Newcastle, available at http://www.medev.ac.uk/oer14/19/view/ •Rasmussen, R. (2006). When you build in the world, you build in your mind. Design Management Review, 17(3), pp. 53-63. •Schön, D. (1983) The Reflective Practitioner, San Francisco: Jossey-Bass. •The LEGO Group (2010). Open-source/<Introduction to LEGO(R) Serious Play(R), available at http://seriousplaypro.com/docs/LSP_Open_Source_Brochure.pdf