Reflecting on two examples of play in Learning
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The document discusses two examples of incorporating play in learning within library and information services education. The first example involves creating a 'robot librarian' using LEGO to engage students in understanding metadata principles, while the second example reflects on a collaborative MOOC in Second Life that promotes playfulness as a means of community building and educational engagement. Both examples highlight the importance of play and creativity in developing professional identities and applying theoretical concepts.
Reflecting on two examples of play in Learning
- 1. Reflecting on two examples of play in learning Sheila Webber University of Sheffield Information School TELfest, Sheffield, July 2017
- 2. Image and words by Billie Coxhead, used with permission Example 1: “Serious Lego” in a distance learning programme
- 3. This example is from my colleague Dr Peter Stordy, so all the ideas and implementation are his! Context • The programme: PT Distance learning: MA Library and Information Services Management • Students all have jobs related to libraries/information, mostly based in UK • The module: Core: Information Organisation • Assessment: electronic portfolio of evidence to demonstrate students’ achievement of the module learning outcomes
- 4. Module Aims • Gain a critical understanding of the core theoretical concepts and processes related to the organisation of information and knowledge so that it can be effectively searched, retrieved, used and disposed of • Gain an understanding of the challenges and issues faced by those tasked with the information and knowledge ‘life cycle’ • Have opportunities to apply their understanding to various information and knowledge domains • Evaluate organisational theoretical concepts and processes with reference to users’ and domain needs Learning Outcomes • Apply their understanding of core information and knowledge organisation concepts and processes to authentic problems • Relate what they have learnt to various domains including libraries, museums, archives, computing, business, databases and the Web
- 5. Activities with a robot librarian • Each student sent a pack of lego: “Make a robot librarian from some of the Lego bricks I sent you. Take a photo of your robot librarian and post it to Google+. Give it a name (e.g. 'Marc 21').” • Various activities that engage with metadata principles and frameworks e.g the Resource Description Framework (RDF) “is a framework for representing information on the Web”: students create an RDF graph for their robot librarian and post it to Google+ • TEL: MOLE; Google+; Pebblepad; phones etc. to photograph
- 6. Image and words by Billie Coxhead, used with permission
- 7. Image and words by Claire Flynn, used with permission
- 8. Image and words by Priya Mehta, used with permission
- 9. My reflection • Play, not gamification: – using “play” objects (not what might be expected e.g. documents), applied “seriously” (ludus?) – playfulness/creativity in creating robot librarian (paidia?) • As well as learning to apply specific frameworks and principles, relates to whole-programme development-of/ reflection-on identity as librarian
- 10. Example 2: Dancing with Lyr
- 11. Context • Second Life MOOC 2017, ran June 2017 Connecting in Virtual Worlds: Communities of Practice • On Moodle for Teachers, the 3D Virtual World Second Life, and visits to other virtual worlds used for teaching • Not really “massive”; MOOC educators and participants (also mostly educators) from various continents • This session led by well-established and respected educator Lyr Lobo: insights and practical advice about educating in 3DVWs
- 14. and then we danced: https://www.youtube.com/watch?v=ete2vqbKYKs We sat
- 15. My reflection • Embedded playfulness? • A community (who here are the learners) that already has bought into playfulness as part of their serious interest in education: playfulness an enabler • Play as identity: rituals such as dancing: social, cohesive, also still exchanging information as we dance • May be difficult for an observer to tell what is structured and what is unstructured play unless you are familiar with VWs
- 16. Sheila Webber Information School University of Sheffield, UK s.webber@sheffield.ac.uk http://information-literacy.blogspot.com/ Second Life: Sheila Yoshikawa Twitter: @sheilayoshikawa http://www.slideshare.net/sheilawebber/ Orcid ID 0000-0002-2280-9519 Pictures by Sheila Webber taken in Second Life (a trademark of Linden Lab)