fish ‘n’ chips and thoughts at the seaside down South #ECEL2011 #CMC11

playfulness exposed

playfulness exposed

This is Brighton where I attended and presented at the 10th European Conference of e-Learning. Not sure why we keep using the e- or distinguish between e- and non-e since it is, or should be considered, now part of normal learning. But what is normal learning? We seem to have lost and forgotten all about the playfulness of learning. The fun we have or used to have when we were jounger, when learning through play was and still is a reality and accepted.

  • What stops us from having fun in learning when we are adults?
  • Why do we stop having fun as adult learners?
  • Why do we stop playing when while learning?
  • What stops us from having fun when we are teaching othes and learn with others?
  • Why is it wrong to have fun and learn through play when we are adult learners and especially when we are in a university?

I would love to hear what others think about the above. So, please feel free to comment if you are reading this.

If Prof. Maggi Savin-Baden is right when she said during the ECEL2011 conference (paper by Savin-Baden, S. , Tombs C. and Wimpenny, K. Implementing and Evaluating Problem-based 3D Virtual Learning Scenarios) that playing with learning is important, as well as playing with and playing around and that

“We need to stop seeing the curriculum as a predictable, ordered and manageable space, but instead review it as an important site of transformation characterised by risk and uncertainty”

– why do we keep replicating what was always there, what we were always doing? Prof. Anne Boddington in her keynote “Designing Education and Reshaping Learning” provides her answer to these questions perhaps by saying that 

“we forget to question the structures we inherited, the frameworks within which we sit need to change.”

Anne also passionately noted that learning is an adventure but also a social activity and that we need to move away from ‘me’-learning towards ‘we’-learning and asked us all what universities are for. And if would agree with Prof. Grainne Conole’s keynote “Trajectories of learning – new approaches and directions” who stated that content and expertise is freely available now, what does this really mean for universities and what are universities really for? Anne defined universities as a place and a space to

  • sustain conversations
  • shape the future of human life
  • stimulate innovation
  • shape new structures of and for learning
  • shape new pedagogies
some food for thought

some food for thought

Learning, teaching and researching in parternship, in one community as Anne suggested?

And if this is indeed the way forward, how can we make this happen?