Abstract:

Masters level education is, and should be, truly transformational. Students learn a new way of approaching complex problems and align their expectations of what can be achieved accordingly.

“Transformative learning requires new information to be incorporated by the learner into an already well-developed symbolic frame of reference, an active process that involves thoughts, feelings and disposition” (Mezirow, 1997). The change in mind-set needed for organisational development resonates well with changing a frame of reference. Implicit in post graduate education is a recognition that the mind has already been significantly shaped by intentional learning. The socio-techno-economic world of business is constantly evolving and the mind-set needs to learn ways of keeping up.

Playful pedagogy aligns with Deleuze’s theory of learning in three ways:
(1) it aims at significance rather than correctness;
(2) it prioritises creativity (the ability to form new connections); and
(3) it is transformative (Waterton & Macintyre, 2019).

This work documents application of a Play workshop to a wide set of case studies and aims to develop an informed methodology for utilising playfulness in post graduate or post experience education. The workshop aims to achieve transformation learning by adopting techniques that date back to Ancient Greek theatre; Acting out the story (mimesis), telling of the story (diegesis) plus critical reflection (the discourse held by the audience). If the students can participate through all three of these things, then it is more likely deeply held assumptions can be challenged and transformative learning achieved.

A methodology for developing playful learning material has been developed based upon over several years of delivery to post graduate, post experience and multidisciplinary communities. Not least upon delivery of workshops at ICERI, Edulearn and INTED (Kunter, Macintyre, Macintyre, & Martin, 2017; M. Macintyre, Kunter, Macintyre, & Martin, 2017; M Macintyre, Martin, & Evans, 2016; M Macintyre et al., 2009).

References:
[1] Kunter, Y., Macintyre, M., Macintyre, A., & Martin, C. (2017). Play for Professional Development. Paper presented at the INTED 2017, Valencia.
[2] Macintyre, M., Kunter, Y., Macintyre, A., & Martin, C. (2017). Play; Pedagogy, Theory and Practice. Paper presented at the EDULEARN17, Barcelona.
[3] Macintyre, M., Martin, C., & Evans, C. (2016). Evalutating the Limits of Technology Enhanced Learning. Paper presented at the INTED, Valencia.
[4] Macintyre, M., Parry, G., Grove, A., Martin, C., Bourne, C., & Angelis, J. (2009). The Pedagogical Implications of Emergent Social Sciences Disciplines: Service Science. Paper presented at the 4th International Conference on Environmental, Cultural, Economic and Social Sustainability, Athens.
[5] Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult & Continuing Education, 1997(74), 5. doi:10.1002/ace.7401
[6] Waterton, T., & Macintyre, A. (2019). Playful Pedagogy: Deleuze’s Theory of Learning in Practice. Paper presented at the 12th Annual Deleuze & Guattari Studies Conference, London.

Keywords:

Play, pedagogy.