The first full draft is ready (22,000 words). I have decided to share co-authorship with Alison James (@alisonrjames). Together we have done interesting work in the area of playful learning and LEGO. Bringing Alison in will enrich the booklet further as we will be able to incorporate her voice and perspective.
What it is? A booklet about using LEGO(R) SERIOUS PLAY(R) (LSP) in Higher Education (HE).
I have been using LEGO(R) since 2010 before discovering LSP when writing up some related research. Using LEGO(R) came natural to me as I have always been playful and experimental and tried new things as a learner, in my practice as a teacher, translator and academic developer but also in my life more generally. I still do. My curiosity and the novel opportunities problems present seem to be my driving force. In 2013 I completed my LSP facilitator training with Robert Rasmussen. The journey has been fascinating so far. LSP opened my eyes and mind to new ideas and possibilities that have extended my repertoire and toolkit as a facilitator aiming to create stimulating and meaningful learning experiences that help us understand ourselves, others and the world around us better and make valuable discoveries through playful making and shared reflection. I have created a range of LSP workshops and courses and am often invited to work with colleagues and their students to develop tailor-made LSP provision and courses for staff development. LSP is such a versatile method and the potential to use in diverse HE settings is there and waiting to be explored further.
So, what is in the booklet? After an introduction into the LSP method and its potential uses in higher education, a series of short LSP stories follows. These stories showcase how specific practitioners from a range of disciplines and professional areas currently use LSP in an higher education context. I would like to thank the following colleagues for making the time to contribute their LSP story to the collection: Dr Stephen Powell, Neil Withnell, Sue Watling, Prof. Alison James, Graham Barton, Lesley Raven, Prof. Dr Tobias Seibl, Dr Thanassis Spyriadis, Dr Sean McCusker, Lisa Higgings, Haleh Moravej, Prof. Rebecca Lawthom and Dr Catherine Hayes. Also a big thank you to Alison Laithwaite, Dr Gayle Impey, Dr Maren Deepwell and Tom Palmer for commenting on specific LSP activity sets.
The basic structure of the LSP in HE booklet is the following:
- Part 1 Method
- Part 2 Stories
- Part 3 Activity sets
- Part 4 Variations
- Part 5 Final remarks
Within part 3, a selection of practical activities, quite a lot of them, have been designed and added, arranged as you can see as activity sets. These are intended to support LSP workshop design and planning activities in a wide range of HE contexts:
- LSP warm-up activity set
- LSP activity set for learning and teaching
- LSP activity set for recognition of teaching (HEA)
- LSP activity set for academic development (SEDA)
- LSP activity set for use of learning technologies (ALT)
- LSP activity set for coaching and mentoring
- LSP activity set for research
These LSP activities included in this booklet can be used and adapted by practitioners in their everyday practice. The booklet concludes with the introduction of LSP variations. These have been tested and used in HE settings and provide food for thought for other practitioners to consider tailoring the standard LSP method to their needs were needed and/or mixing with other pedagogical methods, frameworks or models.
January 2018 update: Prof. Alison James has joined as a co-author. We will be working on finalising the draft of the booklet soon.
Oh and by the way, the LSP in HE booklet will be openly available online under a Creative Commons license so that we can all use it and further develop it, together as practice diversifies and related research grows.
If you are new to LSP in HE, the below might be a useful starting point:
- In this clip colleagues share their LSP experience through an LSP course I led at Manchester Met.
2. An example of how we have used LSP with a colleague in an undergraduate module at Manchester Met is the following. This has been written with the colleague and one of her students: Nerantzi, C., Moravej, H. & Johnson, F. (2015) Play brings openness or using a creative approach to evaluate an undergraduate unit and move forward together, JPAAP, Vol 3, No. 2, pp. 82-91, available at http://jpaap.napier.ac.uk/index.php/JPAAP/article/view/141