Embed Size (px)
Citation preview
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
Workshops info bull workshop 1 (29115 1-4pm AS105) Unit overview introduction to creativity in HE enablers and
barriers
bull workshop 2 (5215 1-4pm Manchester City Centre) Creativity in action Letrsquos play the ldquoSell your bargainsrdquo game where game-based learning meets problem-based learning
bull workshop 3 (12215 1-4pm AS 105) The use of story for learning and teaching
bull workshop 4 (19215 1-4pm AS105) Learning through making and LEGOreg Serious Playreg
bull workshop 5 (5315 1-4pm) ART STUDIO TBC Innovative project ideas exchange and development
bull BONUS automatically join the Greenhouse monthly gatherings with showcase events Creative Spaces
bull Next term ndash action learning sets (peer support) ndash Face-to-face and online tutor support ndash 17 June showcase your innovations at the Greenhouse and BSE pre-conference event ndash here on campus more info to follow ndash 15 July CELT Summer Conference to share our poster presentations and complete all assessment linked to the unit
theory and practical application activities and development of creative practices
pre-workshop tasks
1 Read Ackermann E (2001) Piagetrsquos Constructivism Papertrsquos Constructionism Whatrsquos the difference in Future of learning group publication Vol 5 Issue 3 pp 1-11 available at httpswwwzoteroorgbarbraditemsitemKey5FTU5ZZN
2 Take a picture of something you made and bring it to the session What does this mean to you
3 Think of your most creative session and create a visual representation to capture important elements of this You will share this with others at the start of the session
Bin it
bull Capture something you did recently in one of your sessions that didnrsquot work
bull Make a ball out of this
bull Add it to the bin
bull Pick somebody elsersquos ldquorubbishrdquo
bull By the end of the session come up with an idea to take the binned idea forward Share with the originator
image source httpuploadwikimediaorgwikipediacommons66aPaperballpng httpwww2psd100comppp2013100401recycle-bin-empty-icon-1004144319png
ldquoBuilding the intangible into physical models and articulating and visualising data can help us see what we may otherwise be missing and find the surprising patternsrdquo (Kristiansen amp Rasmussen 2014 215)
ldquoBuilding the intangible into physical models and articulating and visualising data can help us see what we may otherwise be missing and find the surprising patternsrdquo (Kristiansen amp Rasmussen 2014 215)
What do we ask our students to do in HE
LSP is real life stuff
bull think
bull reflect
bull question
bull explore
bull discover
bull construct
bull share
bull learn
Task 1 (1 min) Build a tower
Task 2 (3 mins) Build a little animal using up to 6 bricks
Task 4 (5 mins) Add something to this
animal that says something about yourself Share with others
LSP
War
m-u
p
Why To increase bull Insight
bull Confidence
bull Commitment
bullGoal (A-gtB) bullComplex process bullSharing for a purpose bullCommunity feel safe place
When
Collective intelligence
transformation of experiences
bull from passive to active bull from the individual to the group bull from focus on self to self- and social-awareness bull from domination to pan-participation bull from construction to de-construction to re-construction bull from replication to uniqueness
LEGOreg Serious Playreg
bull Pan-participation community gt safe Rasmussen 2006)
bull Learning through play (Brown 2010) bull Thinking with our hands amp learning
through making (Gauntlett 2011) James 2013)
bull Learning through metaphors (Schoumln 1983)
bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)
bull Insight into complex situations understanding self and others
bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)
theoretical underpinning
ldquolearning by makingrdquo Constructionism
(Papert)
ldquoIn flowrdquo
(Csikszentmihalyi)
ldquohard funrdquo
(Papert)
ldquonew understanding through metaphorsrdquo
(Schoumln)
LSP
LSP Method steps
1 Ask a question
2 Build
3 Share
4 Reflect
We trust our hands
We trust the process
We all build
We all participate
Remember
bull The builder owns the model
bull Metaphors belong to the builder
bull We talk about the model
the role of the LSP facilitator
bull Active listening bull Use open questions bull Remind participants to focus on the model also to touch the model bull Avoid making judgement bull Avoid imposing interpretations bull Role coach facilitator consultant tech-support
Task 1 Build a model to visualise who you are as a teacherfacilitator
Task 2 Build a model to show how you think
others see you as a teacherfacilitator
Task 3 Build a model of who you would like to become as a teacherfacilitator
Task 4 Share your models with the group
LSP
Id
en
tity
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
Workshops info bull workshop 1 (29115 1-4pm AS105) Unit overview introduction to creativity in HE enablers and
barriers
bull workshop 2 (5215 1-4pm Manchester City Centre) Creativity in action Letrsquos play the ldquoSell your bargainsrdquo game where game-based learning meets problem-based learning
bull workshop 3 (12215 1-4pm AS 105) The use of story for learning and teaching
bull workshop 4 (19215 1-4pm AS105) Learning through making and LEGOreg Serious Playreg
bull workshop 5 (5315 1-4pm) ART STUDIO TBC Innovative project ideas exchange and development
bull BONUS automatically join the Greenhouse monthly gatherings with showcase events Creative Spaces
bull Next term ndash action learning sets (peer support) ndash Face-to-face and online tutor support ndash 17 June showcase your innovations at the Greenhouse and BSE pre-conference event ndash here on campus more info to follow ndash 15 July CELT Summer Conference to share our poster presentations and complete all assessment linked to the unit
theory and practical application activities and development of creative practices
pre-workshop tasks
1 Read Ackermann E (2001) Piagetrsquos Constructivism Papertrsquos Constructionism Whatrsquos the difference in Future of learning group publication Vol 5 Issue 3 pp 1-11 available at httpswwwzoteroorgbarbraditemsitemKey5FTU5ZZN
2 Take a picture of something you made and bring it to the session What does this mean to you
3 Think of your most creative session and create a visual representation to capture important elements of this You will share this with others at the start of the session
Bin it
bull Capture something you did recently in one of your sessions that didnrsquot work
bull Make a ball out of this
bull Add it to the bin
bull Pick somebody elsersquos ldquorubbishrdquo
bull By the end of the session come up with an idea to take the binned idea forward Share with the originator
image source httpuploadwikimediaorgwikipediacommons66aPaperballpng httpwww2psd100comppp2013100401recycle-bin-empty-icon-1004144319png
ldquoBuilding the intangible into physical models and articulating and visualising data can help us see what we may otherwise be missing and find the surprising patternsrdquo (Kristiansen amp Rasmussen 2014 215)
ldquoBuilding the intangible into physical models and articulating and visualising data can help us see what we may otherwise be missing and find the surprising patternsrdquo (Kristiansen amp Rasmussen 2014 215)
What do we ask our students to do in HE
LSP is real life stuff
bull think
bull reflect
bull question
bull explore
bull discover
bull construct
bull share
bull learn
Task 1 (1 min) Build a tower
Task 2 (3 mins) Build a little animal using up to 6 bricks
Task 4 (5 mins) Add something to this
animal that says something about yourself Share with others
LSP
War
m-u
p
Why To increase bull Insight
bull Confidence
bull Commitment
bullGoal (A-gtB) bullComplex process bullSharing for a purpose bullCommunity feel safe place
When
Collective intelligence
transformation of experiences
bull from passive to active bull from the individual to the group bull from focus on self to self- and social-awareness bull from domination to pan-participation bull from construction to de-construction to re-construction bull from replication to uniqueness
LEGOreg Serious Playreg
bull Pan-participation community gt safe Rasmussen 2006)
bull Learning through play (Brown 2010) bull Thinking with our hands amp learning
through making (Gauntlett 2011) James 2013)
bull Learning through metaphors (Schoumln 1983)
bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)
bull Insight into complex situations understanding self and others
bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)
theoretical underpinning
ldquolearning by makingrdquo Constructionism
(Papert)
ldquoIn flowrdquo
(Csikszentmihalyi)
ldquohard funrdquo
(Papert)
ldquonew understanding through metaphorsrdquo
(Schoumln)
LSP
LSP Method steps
1 Ask a question
2 Build
3 Share
4 Reflect
We trust our hands
We trust the process
We all build
We all participate
Remember
bull The builder owns the model
bull Metaphors belong to the builder
bull We talk about the model
the role of the LSP facilitator
bull Active listening bull Use open questions bull Remind participants to focus on the model also to touch the model bull Avoid making judgement bull Avoid imposing interpretations bull Role coach facilitator consultant tech-support
Task 1 Build a model to visualise who you are as a teacherfacilitator
Task 2 Build a model to show how you think
others see you as a teacherfacilitator
Task 3 Build a model of who you would like to become as a teacherfacilitator
Task 4 Share your models with the group
LSP
Id
en
tity
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
pre-workshop tasks
1 Read Ackermann E (2001) Piagetrsquos Constructivism Papertrsquos Constructionism Whatrsquos the difference in Future of learning group publication Vol 5 Issue 3 pp 1-11 available at httpswwwzoteroorgbarbraditemsitemKey5FTU5ZZN
2 Take a picture of something you made and bring it to the session What does this mean to you
3 Think of your most creative session and create a visual representation to capture important elements of this You will share this with others at the start of the session
Bin it
bull Capture something you did recently in one of your sessions that didnrsquot work
bull Make a ball out of this
bull Add it to the bin
bull Pick somebody elsersquos ldquorubbishrdquo
bull By the end of the session come up with an idea to take the binned idea forward Share with the originator
image source httpuploadwikimediaorgwikipediacommons66aPaperballpng httpwww2psd100comppp2013100401recycle-bin-empty-icon-1004144319png
ldquoBuilding the intangible into physical models and articulating and visualising data can help us see what we may otherwise be missing and find the surprising patternsrdquo (Kristiansen amp Rasmussen 2014 215)
ldquoBuilding the intangible into physical models and articulating and visualising data can help us see what we may otherwise be missing and find the surprising patternsrdquo (Kristiansen amp Rasmussen 2014 215)
What do we ask our students to do in HE
LSP is real life stuff
bull think
bull reflect
bull question
bull explore
bull discover
bull construct
bull share
bull learn
Task 1 (1 min) Build a tower
Task 2 (3 mins) Build a little animal using up to 6 bricks
Task 4 (5 mins) Add something to this
animal that says something about yourself Share with others
LSP
War
m-u
p
Why To increase bull Insight
bull Confidence
bull Commitment
bullGoal (A-gtB) bullComplex process bullSharing for a purpose bullCommunity feel safe place
When
Collective intelligence
transformation of experiences
bull from passive to active bull from the individual to the group bull from focus on self to self- and social-awareness bull from domination to pan-participation bull from construction to de-construction to re-construction bull from replication to uniqueness
LEGOreg Serious Playreg
bull Pan-participation community gt safe Rasmussen 2006)
bull Learning through play (Brown 2010) bull Thinking with our hands amp learning
through making (Gauntlett 2011) James 2013)
bull Learning through metaphors (Schoumln 1983)
bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)
bull Insight into complex situations understanding self and others
bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)
theoretical underpinning
ldquolearning by makingrdquo Constructionism
(Papert)
ldquoIn flowrdquo
(Csikszentmihalyi)
ldquohard funrdquo
(Papert)
ldquonew understanding through metaphorsrdquo
(Schoumln)
LSP
LSP Method steps
1 Ask a question
2 Build
3 Share
4 Reflect
We trust our hands
We trust the process
We all build
We all participate
Remember
bull The builder owns the model
bull Metaphors belong to the builder
bull We talk about the model
the role of the LSP facilitator
bull Active listening bull Use open questions bull Remind participants to focus on the model also to touch the model bull Avoid making judgement bull Avoid imposing interpretations bull Role coach facilitator consultant tech-support
Task 1 Build a model to visualise who you are as a teacherfacilitator
Task 2 Build a model to show how you think
others see you as a teacherfacilitator
Task 3 Build a model of who you would like to become as a teacherfacilitator
Task 4 Share your models with the group
LSP
Id
en
tity
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
Bin it
bull Capture something you did recently in one of your sessions that didnrsquot work
bull Make a ball out of this
bull Add it to the bin
bull Pick somebody elsersquos ldquorubbishrdquo
bull By the end of the session come up with an idea to take the binned idea forward Share with the originator
image source httpuploadwikimediaorgwikipediacommons66aPaperballpng httpwww2psd100comppp2013100401recycle-bin-empty-icon-1004144319png
ldquoBuilding the intangible into physical models and articulating and visualising data can help us see what we may otherwise be missing and find the surprising patternsrdquo (Kristiansen amp Rasmussen 2014 215)
ldquoBuilding the intangible into physical models and articulating and visualising data can help us see what we may otherwise be missing and find the surprising patternsrdquo (Kristiansen amp Rasmussen 2014 215)
What do we ask our students to do in HE
LSP is real life stuff
bull think
bull reflect
bull question
bull explore
bull discover
bull construct
bull share
bull learn
Task 1 (1 min) Build a tower
Task 2 (3 mins) Build a little animal using up to 6 bricks
Task 4 (5 mins) Add something to this
animal that says something about yourself Share with others
LSP
War
m-u
p
Why To increase bull Insight
bull Confidence
bull Commitment
bullGoal (A-gtB) bullComplex process bullSharing for a purpose bullCommunity feel safe place
When
Collective intelligence
transformation of experiences
bull from passive to active bull from the individual to the group bull from focus on self to self- and social-awareness bull from domination to pan-participation bull from construction to de-construction to re-construction bull from replication to uniqueness
LEGOreg Serious Playreg
bull Pan-participation community gt safe Rasmussen 2006)
bull Learning through play (Brown 2010) bull Thinking with our hands amp learning
through making (Gauntlett 2011) James 2013)
bull Learning through metaphors (Schoumln 1983)
bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)
bull Insight into complex situations understanding self and others
bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)
theoretical underpinning
ldquolearning by makingrdquo Constructionism
(Papert)
ldquoIn flowrdquo
(Csikszentmihalyi)
ldquohard funrdquo
(Papert)
ldquonew understanding through metaphorsrdquo
(Schoumln)
LSP
LSP Method steps
1 Ask a question
2 Build
3 Share
4 Reflect
We trust our hands
We trust the process
We all build
We all participate
Remember
bull The builder owns the model
bull Metaphors belong to the builder
bull We talk about the model
the role of the LSP facilitator
bull Active listening bull Use open questions bull Remind participants to focus on the model also to touch the model bull Avoid making judgement bull Avoid imposing interpretations bull Role coach facilitator consultant tech-support
Task 1 Build a model to visualise who you are as a teacherfacilitator
Task 2 Build a model to show how you think
others see you as a teacherfacilitator
Task 3 Build a model of who you would like to become as a teacherfacilitator
Task 4 Share your models with the group
LSP
Id
en
tity
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
ldquoBuilding the intangible into physical models and articulating and visualising data can help us see what we may otherwise be missing and find the surprising patternsrdquo (Kristiansen amp Rasmussen 2014 215)
ldquoBuilding the intangible into physical models and articulating and visualising data can help us see what we may otherwise be missing and find the surprising patternsrdquo (Kristiansen amp Rasmussen 2014 215)
What do we ask our students to do in HE
LSP is real life stuff
bull think
bull reflect
bull question
bull explore
bull discover
bull construct
bull share
bull learn
Task 1 (1 min) Build a tower
Task 2 (3 mins) Build a little animal using up to 6 bricks
Task 4 (5 mins) Add something to this
animal that says something about yourself Share with others
LSP
War
m-u
p
Why To increase bull Insight
bull Confidence
bull Commitment
bullGoal (A-gtB) bullComplex process bullSharing for a purpose bullCommunity feel safe place
When
Collective intelligence
transformation of experiences
bull from passive to active bull from the individual to the group bull from focus on self to self- and social-awareness bull from domination to pan-participation bull from construction to de-construction to re-construction bull from replication to uniqueness
LEGOreg Serious Playreg
bull Pan-participation community gt safe Rasmussen 2006)
bull Learning through play (Brown 2010) bull Thinking with our hands amp learning
through making (Gauntlett 2011) James 2013)
bull Learning through metaphors (Schoumln 1983)
bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)
bull Insight into complex situations understanding self and others
bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)
theoretical underpinning
ldquolearning by makingrdquo Constructionism
(Papert)
ldquoIn flowrdquo
(Csikszentmihalyi)
ldquohard funrdquo
(Papert)
ldquonew understanding through metaphorsrdquo
(Schoumln)
LSP
LSP Method steps
1 Ask a question
2 Build
3 Share
4 Reflect
We trust our hands
We trust the process
We all build
We all participate
Remember
bull The builder owns the model
bull Metaphors belong to the builder
bull We talk about the model
the role of the LSP facilitator
bull Active listening bull Use open questions bull Remind participants to focus on the model also to touch the model bull Avoid making judgement bull Avoid imposing interpretations bull Role coach facilitator consultant tech-support
Task 1 Build a model to visualise who you are as a teacherfacilitator
Task 2 Build a model to show how you think
others see you as a teacherfacilitator
Task 3 Build a model of who you would like to become as a teacherfacilitator
Task 4 Share your models with the group
LSP
Id
en
tity
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
ldquoBuilding the intangible into physical models and articulating and visualising data can help us see what we may otherwise be missing and find the surprising patternsrdquo (Kristiansen amp Rasmussen 2014 215)
What do we ask our students to do in HE
LSP is real life stuff
bull think
bull reflect
bull question
bull explore
bull discover
bull construct
bull share
bull learn
Task 1 (1 min) Build a tower
Task 2 (3 mins) Build a little animal using up to 6 bricks
Task 4 (5 mins) Add something to this
animal that says something about yourself Share with others
LSP
War
m-u
p
Why To increase bull Insight
bull Confidence
bull Commitment
bullGoal (A-gtB) bullComplex process bullSharing for a purpose bullCommunity feel safe place
When
Collective intelligence
transformation of experiences
bull from passive to active bull from the individual to the group bull from focus on self to self- and social-awareness bull from domination to pan-participation bull from construction to de-construction to re-construction bull from replication to uniqueness
LEGOreg Serious Playreg
bull Pan-participation community gt safe Rasmussen 2006)
bull Learning through play (Brown 2010) bull Thinking with our hands amp learning
through making (Gauntlett 2011) James 2013)
bull Learning through metaphors (Schoumln 1983)
bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)
bull Insight into complex situations understanding self and others
bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)
theoretical underpinning
ldquolearning by makingrdquo Constructionism
(Papert)
ldquoIn flowrdquo
(Csikszentmihalyi)
ldquohard funrdquo
(Papert)
ldquonew understanding through metaphorsrdquo
(Schoumln)
LSP
LSP Method steps
1 Ask a question
2 Build
3 Share
4 Reflect
We trust our hands
We trust the process
We all build
We all participate
Remember
bull The builder owns the model
bull Metaphors belong to the builder
bull We talk about the model
the role of the LSP facilitator
bull Active listening bull Use open questions bull Remind participants to focus on the model also to touch the model bull Avoid making judgement bull Avoid imposing interpretations bull Role coach facilitator consultant tech-support
Task 1 Build a model to visualise who you are as a teacherfacilitator
Task 2 Build a model to show how you think
others see you as a teacherfacilitator
Task 3 Build a model of who you would like to become as a teacherfacilitator
Task 4 Share your models with the group
LSP
Id
en
tity
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
What do we ask our students to do in HE
LSP is real life stuff
bull think
bull reflect
bull question
bull explore
bull discover
bull construct
bull share
bull learn
Task 1 (1 min) Build a tower
Task 2 (3 mins) Build a little animal using up to 6 bricks
Task 4 (5 mins) Add something to this
animal that says something about yourself Share with others
LSP
War
m-u
p
Why To increase bull Insight
bull Confidence
bull Commitment
bullGoal (A-gtB) bullComplex process bullSharing for a purpose bullCommunity feel safe place
When
Collective intelligence
transformation of experiences
bull from passive to active bull from the individual to the group bull from focus on self to self- and social-awareness bull from domination to pan-participation bull from construction to de-construction to re-construction bull from replication to uniqueness
LEGOreg Serious Playreg
bull Pan-participation community gt safe Rasmussen 2006)
bull Learning through play (Brown 2010) bull Thinking with our hands amp learning
through making (Gauntlett 2011) James 2013)
bull Learning through metaphors (Schoumln 1983)
bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)
bull Insight into complex situations understanding self and others
bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)
theoretical underpinning
ldquolearning by makingrdquo Constructionism
(Papert)
ldquoIn flowrdquo
(Csikszentmihalyi)
ldquohard funrdquo
(Papert)
ldquonew understanding through metaphorsrdquo
(Schoumln)
LSP
LSP Method steps
1 Ask a question
2 Build
3 Share
4 Reflect
We trust our hands
We trust the process
We all build
We all participate
Remember
bull The builder owns the model
bull Metaphors belong to the builder
bull We talk about the model
the role of the LSP facilitator
bull Active listening bull Use open questions bull Remind participants to focus on the model also to touch the model bull Avoid making judgement bull Avoid imposing interpretations bull Role coach facilitator consultant tech-support
Task 1 Build a model to visualise who you are as a teacherfacilitator
Task 2 Build a model to show how you think
others see you as a teacherfacilitator
Task 3 Build a model of who you would like to become as a teacherfacilitator
Task 4 Share your models with the group
LSP
Id
en
tity
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
LSP is real life stuff
bull think
bull reflect
bull question
bull explore
bull discover
bull construct
bull share
bull learn
Task 1 (1 min) Build a tower
Task 2 (3 mins) Build a little animal using up to 6 bricks
Task 4 (5 mins) Add something to this
animal that says something about yourself Share with others
LSP
War
m-u
p
Why To increase bull Insight
bull Confidence
bull Commitment
bullGoal (A-gtB) bullComplex process bullSharing for a purpose bullCommunity feel safe place
When
Collective intelligence
transformation of experiences
bull from passive to active bull from the individual to the group bull from focus on self to self- and social-awareness bull from domination to pan-participation bull from construction to de-construction to re-construction bull from replication to uniqueness
LEGOreg Serious Playreg
bull Pan-participation community gt safe Rasmussen 2006)
bull Learning through play (Brown 2010) bull Thinking with our hands amp learning
through making (Gauntlett 2011) James 2013)
bull Learning through metaphors (Schoumln 1983)
bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)
bull Insight into complex situations understanding self and others
bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)
theoretical underpinning
ldquolearning by makingrdquo Constructionism
(Papert)
ldquoIn flowrdquo
(Csikszentmihalyi)
ldquohard funrdquo
(Papert)
ldquonew understanding through metaphorsrdquo
(Schoumln)
LSP
LSP Method steps
1 Ask a question
2 Build
3 Share
4 Reflect
We trust our hands
We trust the process
We all build
We all participate
Remember
bull The builder owns the model
bull Metaphors belong to the builder
bull We talk about the model
the role of the LSP facilitator
bull Active listening bull Use open questions bull Remind participants to focus on the model also to touch the model bull Avoid making judgement bull Avoid imposing interpretations bull Role coach facilitator consultant tech-support
Task 1 Build a model to visualise who you are as a teacherfacilitator
Task 2 Build a model to show how you think
others see you as a teacherfacilitator
Task 3 Build a model of who you would like to become as a teacherfacilitator
Task 4 Share your models with the group
LSP
Id
en
tity
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
Task 1 (1 min) Build a tower
Task 2 (3 mins) Build a little animal using up to 6 bricks
Task 4 (5 mins) Add something to this
animal that says something about yourself Share with others
LSP
War
m-u
p
Why To increase bull Insight
bull Confidence
bull Commitment
bullGoal (A-gtB) bullComplex process bullSharing for a purpose bullCommunity feel safe place
When
Collective intelligence
transformation of experiences
bull from passive to active bull from the individual to the group bull from focus on self to self- and social-awareness bull from domination to pan-participation bull from construction to de-construction to re-construction bull from replication to uniqueness
LEGOreg Serious Playreg
bull Pan-participation community gt safe Rasmussen 2006)
bull Learning through play (Brown 2010) bull Thinking with our hands amp learning
through making (Gauntlett 2011) James 2013)
bull Learning through metaphors (Schoumln 1983)
bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)
bull Insight into complex situations understanding self and others
bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)
theoretical underpinning
ldquolearning by makingrdquo Constructionism
(Papert)
ldquoIn flowrdquo
(Csikszentmihalyi)
ldquohard funrdquo
(Papert)
ldquonew understanding through metaphorsrdquo
(Schoumln)
LSP
LSP Method steps
1 Ask a question
2 Build
3 Share
4 Reflect
We trust our hands
We trust the process
We all build
We all participate
Remember
bull The builder owns the model
bull Metaphors belong to the builder
bull We talk about the model
the role of the LSP facilitator
bull Active listening bull Use open questions bull Remind participants to focus on the model also to touch the model bull Avoid making judgement bull Avoid imposing interpretations bull Role coach facilitator consultant tech-support
Task 1 Build a model to visualise who you are as a teacherfacilitator
Task 2 Build a model to show how you think
others see you as a teacherfacilitator
Task 3 Build a model of who you would like to become as a teacherfacilitator
Task 4 Share your models with the group
LSP
Id
en
tity
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
Why To increase bull Insight
bull Confidence
bull Commitment
bullGoal (A-gtB) bullComplex process bullSharing for a purpose bullCommunity feel safe place
When
Collective intelligence
transformation of experiences
bull from passive to active bull from the individual to the group bull from focus on self to self- and social-awareness bull from domination to pan-participation bull from construction to de-construction to re-construction bull from replication to uniqueness
LEGOreg Serious Playreg
bull Pan-participation community gt safe Rasmussen 2006)
bull Learning through play (Brown 2010) bull Thinking with our hands amp learning
through making (Gauntlett 2011) James 2013)
bull Learning through metaphors (Schoumln 1983)
bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)
bull Insight into complex situations understanding self and others
bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)
theoretical underpinning
ldquolearning by makingrdquo Constructionism
(Papert)
ldquoIn flowrdquo
(Csikszentmihalyi)
ldquohard funrdquo
(Papert)
ldquonew understanding through metaphorsrdquo
(Schoumln)
LSP
LSP Method steps
1 Ask a question
2 Build
3 Share
4 Reflect
We trust our hands
We trust the process
We all build
We all participate
Remember
bull The builder owns the model
bull Metaphors belong to the builder
bull We talk about the model
the role of the LSP facilitator
bull Active listening bull Use open questions bull Remind participants to focus on the model also to touch the model bull Avoid making judgement bull Avoid imposing interpretations bull Role coach facilitator consultant tech-support
Task 1 Build a model to visualise who you are as a teacherfacilitator
Task 2 Build a model to show how you think
others see you as a teacherfacilitator
Task 3 Build a model of who you would like to become as a teacherfacilitator
Task 4 Share your models with the group
LSP
Id
en
tity
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
transformation of experiences
bull from passive to active bull from the individual to the group bull from focus on self to self- and social-awareness bull from domination to pan-participation bull from construction to de-construction to re-construction bull from replication to uniqueness
LEGOreg Serious Playreg
bull Pan-participation community gt safe Rasmussen 2006)
bull Learning through play (Brown 2010) bull Thinking with our hands amp learning
through making (Gauntlett 2011) James 2013)
bull Learning through metaphors (Schoumln 1983)
bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)
bull Insight into complex situations understanding self and others
bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)
theoretical underpinning
ldquolearning by makingrdquo Constructionism
(Papert)
ldquoIn flowrdquo
(Csikszentmihalyi)
ldquohard funrdquo
(Papert)
ldquonew understanding through metaphorsrdquo
(Schoumln)
LSP
LSP Method steps
1 Ask a question
2 Build
3 Share
4 Reflect
We trust our hands
We trust the process
We all build
We all participate
Remember
bull The builder owns the model
bull Metaphors belong to the builder
bull We talk about the model
the role of the LSP facilitator
bull Active listening bull Use open questions bull Remind participants to focus on the model also to touch the model bull Avoid making judgement bull Avoid imposing interpretations bull Role coach facilitator consultant tech-support
Task 1 Build a model to visualise who you are as a teacherfacilitator
Task 2 Build a model to show how you think
others see you as a teacherfacilitator
Task 3 Build a model of who you would like to become as a teacherfacilitator
Task 4 Share your models with the group
LSP
Id
en
tity
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
LEGOreg Serious Playreg
bull Pan-participation community gt safe Rasmussen 2006)
bull Learning through play (Brown 2010) bull Thinking with our hands amp learning
through making (Gauntlett 2011) James 2013)
bull Learning through metaphors (Schoumln 1983)
bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)
bull Insight into complex situations understanding self and others
bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)
theoretical underpinning
ldquolearning by makingrdquo Constructionism
(Papert)
ldquoIn flowrdquo
(Csikszentmihalyi)
ldquohard funrdquo
(Papert)
ldquonew understanding through metaphorsrdquo
(Schoumln)
LSP
LSP Method steps
1 Ask a question
2 Build
3 Share
4 Reflect
We trust our hands
We trust the process
We all build
We all participate
Remember
bull The builder owns the model
bull Metaphors belong to the builder
bull We talk about the model
the role of the LSP facilitator
bull Active listening bull Use open questions bull Remind participants to focus on the model also to touch the model bull Avoid making judgement bull Avoid imposing interpretations bull Role coach facilitator consultant tech-support
Task 1 Build a model to visualise who you are as a teacherfacilitator
Task 2 Build a model to show how you think
others see you as a teacherfacilitator
Task 3 Build a model of who you would like to become as a teacherfacilitator
Task 4 Share your models with the group
LSP
Id
en
tity
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
theoretical underpinning
ldquolearning by makingrdquo Constructionism
(Papert)
ldquoIn flowrdquo
(Csikszentmihalyi)
ldquohard funrdquo
(Papert)
ldquonew understanding through metaphorsrdquo
(Schoumln)
LSP
LSP Method steps
1 Ask a question
2 Build
3 Share
4 Reflect
We trust our hands
We trust the process
We all build
We all participate
Remember
bull The builder owns the model
bull Metaphors belong to the builder
bull We talk about the model
the role of the LSP facilitator
bull Active listening bull Use open questions bull Remind participants to focus on the model also to touch the model bull Avoid making judgement bull Avoid imposing interpretations bull Role coach facilitator consultant tech-support
Task 1 Build a model to visualise who you are as a teacherfacilitator
Task 2 Build a model to show how you think
others see you as a teacherfacilitator
Task 3 Build a model of who you would like to become as a teacherfacilitator
Task 4 Share your models with the group
LSP
Id
en
tity
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
LSP Method steps
1 Ask a question
2 Build
3 Share
4 Reflect
We trust our hands
We trust the process
We all build
We all participate
Remember
bull The builder owns the model
bull Metaphors belong to the builder
bull We talk about the model
the role of the LSP facilitator
bull Active listening bull Use open questions bull Remind participants to focus on the model also to touch the model bull Avoid making judgement bull Avoid imposing interpretations bull Role coach facilitator consultant tech-support
Task 1 Build a model to visualise who you are as a teacherfacilitator
Task 2 Build a model to show how you think
others see you as a teacherfacilitator
Task 3 Build a model of who you would like to become as a teacherfacilitator
Task 4 Share your models with the group
LSP
Id
en
tity
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
We trust our hands
We trust the process
We all build
We all participate
Remember
bull The builder owns the model
bull Metaphors belong to the builder
bull We talk about the model
the role of the LSP facilitator
bull Active listening bull Use open questions bull Remind participants to focus on the model also to touch the model bull Avoid making judgement bull Avoid imposing interpretations bull Role coach facilitator consultant tech-support
Task 1 Build a model to visualise who you are as a teacherfacilitator
Task 2 Build a model to show how you think
others see you as a teacherfacilitator
Task 3 Build a model of who you would like to become as a teacherfacilitator
Task 4 Share your models with the group
LSP
Id
en
tity
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
bull The builder owns the model
bull Metaphors belong to the builder
bull We talk about the model
the role of the LSP facilitator
bull Active listening bull Use open questions bull Remind participants to focus on the model also to touch the model bull Avoid making judgement bull Avoid imposing interpretations bull Role coach facilitator consultant tech-support
Task 1 Build a model to visualise who you are as a teacherfacilitator
Task 2 Build a model to show how you think
others see you as a teacherfacilitator
Task 3 Build a model of who you would like to become as a teacherfacilitator
Task 4 Share your models with the group
LSP
Id
en
tity
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
the role of the LSP facilitator
bull Active listening bull Use open questions bull Remind participants to focus on the model also to touch the model bull Avoid making judgement bull Avoid imposing interpretations bull Role coach facilitator consultant tech-support
Task 1 Build a model to visualise who you are as a teacherfacilitator
Task 2 Build a model to show how you think
others see you as a teacherfacilitator
Task 3 Build a model of who you would like to become as a teacherfacilitator
Task 4 Share your models with the group
LSP
Id
en
tity
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
Task 1 Build a model to visualise who you are as a teacherfacilitator
Task 2 Build a model to show how you think
others see you as a teacherfacilitator
Task 3 Build a model of who you would like to become as a teacherfacilitator
Task 4 Share your models with the group
LSP
Id
en
tity
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
It is not about the bricks but what the bricks enable through effective facilitation and questioning techniques
What about other materials
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
connecting kit print your own httpfffffatfree-universal-construction-kit
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
UnwantedUnloved objects wanted
Please bring a collection of items with you Not too small not too big )
httppixabaycomstaticuploadsphoto201207221854ball-52667_640jpg
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
Design studio activity
1 Reflect on what we did during the workshop and identify opportunities to develop a creative activity for learning teaching or research
2 Discuss with a colleague
3 What could you try
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
post-workshop extensions
bull Reflect on the session
bull Implement the activityies you developed
bull Consider inviting a peer to observe you
bull Reflect evaluate and enhance
bull What else could you try and why
bull Prepare for the next workshop
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
References
bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin
bull 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 httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154
bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press
bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley
bull 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
bull 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 httpwwwmedevacukoer1419view
bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63
bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass
bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
with Chrissi Nerantzi chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
httpsp2puorgencourses2615creativity-for-learning-in-higher-education
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
This workshopcourse counts towards FLEX which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities work towards up to 30 credits of the PgCertMA in Academic Practice and help in preparation for an application for professional recognition with the HEA FLEX activities need to have a focus on learning and teaching To find out more about FLEX and how to submit your claim please visit FLEX at httpwwwceltmmuacukflex or on Twitter using the hashtag flexcpd FLEX lead Chrissi Nerantzi at cnerantzimmuacuk
practice-based CPD
