Whoop! Hello research scholarship!

Happy news! I have recently been awarded a scholarship by the Imagination Lab Foundation in Switzerland, to continue my research into play.  This is a wonderful opportunity to be able to explore play practices in higher education through some particular filters and in specific contexts. Using Brian Sutton Smith’s Seven Rhetorics of Play as my research lens I will be looking at the ways in which play is currently being used in higher education to teaching management concepts and theories.

(I tried to find a good picture of management concepts etc to put in here but was in a hurry and just found lots of grim diagrams. So let’s have an entirely spurious picture of a cat in a tie, courtesy of alsointocats.com. Their caption is ‘middle management cat questions your productivity’ – so it is actually quite relevant )

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This research aims to extend knowledge of the ways in which play and playful learning is used in business, management and leadership contexts in higher education, including institutional understandings of, and strategic commitment to play and playful learning as part of the tertiary experience. Through it, I hope also to challenge the instrumentalist view of education and build on the empirical evidence emerging of the benefit of play practices at university.

Sutton-Smith’s Rhetorics will provide a lens through which to investigate three value systems at work: those inherent within the forms of play adopted, those of the universities in which these take place, and those of the wider cultural systems in which the universities exist.

I am indebted to Professor Johan Roos and Dr Marco Weiss for their support in enabling me to conduct this research and am really excited about it. As I write down the words about it they all yell ‘this is HUGE’ at me – but it will be wonderful to get my teeth into the project. So I am starting to look for as many participants as I can with an interest in play, management and HE, who would like to contribute or be involved in some way. (More anon).

It will also feed nicely into the work I am engaging in at Winchester as institutional project lead for an OECD investigation into the teaching and fostering of creativity and critical thinking. Not only is this a fascinating area to explore, I also get to work closely with my fabulous and esteemed colleagues Professor Bill Lucas and Professor Paul Sowden. So much learning going on I think I need a cup of tea and a biscuit and a calm down.

What mushrooms teach me about university learning

This might sound a bit off-piste for an HE blog post but I promise it’s not an April Fool.

It’s just that this week sees the launch of the third Play and Creativity Festival at the University of Winchester and I have decided to combine one of my hobbies with a play session on HE. On Friday I will release into the wild a workshop on how rummaging around for fungi can help you reflect on learning. It’s got mushroom memorabilia, visuals, a quiz and all kinds of stuff going on (and I really hope it works).

Lost you yet? Read on and let me try and explain this a bit more.

My love of mushroom photo foraging (no picking, just pictures) stems from rides around the countryside on horseback. When you are lucky enough to be several feet off the ground in great natural locations you have the opportunity to spy a) into people’s gardens and b) over and under logs, trees, streams, walls, bushes, brambles and all. Such viewpoints give you a great glimpse into the unexpected – soft, gelatinous jellyear fungus or colourful corals on dying wood; firm, white clumps of mushrooms popping up in damp, shady places or bright, wavy shelves of colourful brackets jutting out from birch trunks. Their structures and ways of producing themselves so spectacularly and surprisingly – even in the most mundane of places – are wonderful and uplifting. They are fascinating and absorbing and invite you to know more, to observe their finest details, to differentiate between the myriad of types and variants that are found.

Continue reading

Universities of the Future

This is a piece I wrote last week after an excellent visit to Bournemouth University to work with PG Cert students and staff on this theme. It seems very much in the air (the topic, not Bournemouth) at the moment as at our Play and Creativity Festival at Winchester next week we will be exploring the same question, but using cardboard, luggage labels, newspapers rod and all things sustainable.

https://microsites.bournemouth.ac.uk/cel/2019/03/25/building-the-university-of-the-future-lego-workshop/

 

 

Will this catch on?

I was asked this question last week about using LEGO to explore research. It came from someone new to LEGO SERIOUS PLAY so it should not have surprised me, but it did. And in welcome ways. I realise that we are making such progress with the acceptance of play as part of complex learning that I assume most people have caught up now. The question reminded me that many people are still unsure of its presence and impact in university contexts of all kinds.

The combo of LEGO and research has been very much on my mind recently… Continue reading

Fallen leaves, new leaves

burst

leaves on campus

I have finally had time to revive these pages and it has made me realised how abandoned my blog has been while I have been busy doing other things.

A bit like the glorious images you can find on Instagram here, just not as exotic…

It has rather been like tidying out the attic and realising both how much dust has gathered while you have been elsewhere, and also how much enjoyment the things in there have brought, even if they need a bit of a clean up.

So my resolution to self, having had my pages- polish- and- purge is to turn over a new leaf to keep these posts alive, rather than just writing in more formal locations, and update them with stories of the different activities I am involved in. This is as much for my benefit – to capture the learning and contacts and inspirations that I gather through my daily activities. So many questions and occurrences and so little time, and so important to make the space for those that matter… especially when we often spend parts of our working lives having to learn and remember things that are expedient but which we would rather not have to know.

At the moment my own learning and development is blissfully supported by Autumn, as it involves foraging for and identifying mushrooms and fungi. It is teaching me so many things that are analogous with our approaches to learning in formal settings (book in the offing!) but two for now are

  1. remember to look up as well as down

treetops frenshamEssential advice when we can get so anchored and overwhelmed in the attrition and uncertainty of some aspects of our higher education existence…

and

2) There is growth and newness to stimulate our curiosity and it’s been around us all the time. We just have not known how to notice itme holding tiny mushrooms on pine cone

my “selfie” mantra

I wrote this two years ago, around about the time of the start of the Brexit hoo hah and various other shocks to the collective system. As I’ve been reviving this site over the weekend I found that it had only been published privately. Strangely,  it has almost relentlessly resisted my attempts  to make it public after all – despite having been in hibernation all this time. This may be a sign – after all, I wrote it at a time when I had spent a great deal of energy supporting students in critical reflections of various kinds, and now I spend what energy I have left doing other things entirely. If it ever makes it out into the world I hope it is still useful and relevant.

In 2012 Stefan Collini asked the question “What are universities for?”; one seemingly answered in institutional mission statements, although how to espouse it and live it out is the challenging bit. It occurred to me, in the light of the last cataclysmic seven days in British politics, that the question is not necessarily what are universities for, but once we know what they are, can they function as they should? Who and what are we, in our roles as educators and professionals working within them? Will we be able to fulfil this role in the way we desire to or have done in the past? And as we try and work out what the answer might be to that in the face of extraordinary uncertainty and volatility we have another, more granular, curriculum-oriented question too. If we believe that higher education is about the growth of the whole person then how can we support students to develop their metacognitive and personal understanding as part of grappling with their subject.

As I mull over these questions I have come up with a “selfie mantra” that can be applied in whatever way you choose, to questions of learner and personal identity. In the light of my conversations with colleagues this week I have been pondering how it might be used to help students manifest their graduate attributes and do so in creative and multisensory ways (see the rest of this site for thoughts on that). What follows is a highly condensed version of that thinking – so apologies in advance to anyone looking for a highly theorised dissection of each element.

My mantra – for want of a better word – has four aspects, which are

SELF EVALUATION
SELF EFFICACY
SELF REGULATION
SELF REALISATION

Now you can very easily argue that these overlap in places or could be joined by any number of things starting with “self”; however they will do for now. (Less is more). While all have been extensive researched and/or written about in some form, I am using them currently as perspectives for developing awareness of ones identity and own learning.

Under self evaluation, which is something of a catch all term, I am thinking of the different ways a student might approach this, and how we can move away from the more familiar written models of retrospection. Engaging Imagination goes into this in plenty of detail so here I would like to offer two different illustrations which refocus consideration of self within a bigger issue. Now we know that reflection is always about something, so this is a nuance of this. One illustration  is Robert Nash’s work on Scholarly Personal Narrative, explained here, which combines intellectual analysis of personal perspective and lived experience with a bigger topic, theme or question. An example I have used this week is how someone living in a certain demographic, in a given geographic region, with a fixed political affiliation might answer the question post-Brexit “What is democracy?”. A second illustration  might be how we explore other complex questions through building, drawing or other means, such as “what is the state of higher education today in [insert relevant country] and what does this mean for me?”. By evaluating personal responses to these kinds of questions and experiences we have the chance to integrate thoughts of identity, values, place, role, knowledge and belief rather than itemise some of these things separately.

Self-efficacy as defined by Bandura and paraphrased crudely here is our perception of our ability to handle ourselves and the events that occur in our lives. For students this is often bound up in perceptions of success or failure, or personal confidence and self belief, or as the old saying goes:

Unpacking the extent to which self-doubt (there’s another one) has played a part in processes and outcomes of learning requires honesty and self-scrutiny (whoa – and another) which peer coaching as part of reflective engagement can support. Similarly building and sharing through LEGO or other media can evidence concerns, gaps or victories and how they played out.

Self- regulation is a broad term which more specifically should indicate self-regulated learning, or Zimmerman‘s work on how students adopt personally initiated ways to learn successfully. There is something faintly clunky and medical about the term (none of the self-pluses are particularly attractive words, however it sums up what is ideal and desirable in an independent learner.

Self-realisation, when you Google it, has all kinds of spiritual connotations attached to the term; while these may be important to an individual my take on it is much more pragmatic – being about individual capability to maximise and achieve potential or become who or what a person intends or desires.

These four aspects are shorthand for

A note on terms: while the “selfie” mantra is something that is easily understood I tend to use the different terms beginning with “self” sparingly to avoid any kind of jargon overload. good for students to know as referents, but better that they understand the spirit of what they mean so they don’t end up wanting to facepalm.

Head in Hands

#wearehere

Friday morning, July 1st, was damp, cool, slightly sticky. The train was crammed with passengers – no surprise there – jolting and swaying all the way to London. As I slipped my ticket into the barrier slot and came out onto the concourse at Waterloo I was conscious of a group forming a tableau. Its shape was blurred slightly by onlookers milling around it briefly, then dissipating into the haste of their onward travel. The group were World War 1 soldiers, alert, present, silent, making no eye contact, waiting for a train from a different time. Jostled by passing commuters I took a brief video, then a photo, then turned to leave. As I did so I noticed one, two, three soldiers, then more. And more. Grouped all around the station. Walking past singly, or in lines. I headed for the Tube, and as I descended the escalator a lone soldier handed a card to a traveller, with the name of a fallen comrade marked upon it. I felt stunned, emotional, dislocated by this strange presence from another world and time; feelings which increased as I walked through more groups, more lines, criss crossing through the passages of the Underground, focussed on their journey, detached and seemingly oblivious to the rest of us. As I headed along the moving walkway to the Jubilee line I heard first the tapping of boots stepping in unison, then saw a string of soldiers coming towards me.

wearehere

This image does little justice to the profound effect being among these other travellers had on me. It brought home in an embodied and visual way, right up close, the reality of the war, in a way no history book could have done. Most powerful was the way the soldiers were performing by being others, but not acting. The shock of their presence remained with me all day, something that I wished my family could have shared, not just seen in photographs later. At work I had to tell my colleagues what I had seen, frustrated (for them) that they had not shared in it too. That need to tell was part of a witness, a testimony, a not forgetting of the losses of 14-18 that were brought alive so strongly by this work of theatre, of art.

Alongside the thoughtfulness and emotion the soldiers inspired I found myself wondering “Who did this? And how did they manage to do orchestrate it in secrecy?” This sense of curiosity and fascination grew as I learned that the soldiers had not just been at Waterloo, they had been all over over the country, silently permeating our streets, shopping centres and everyday lives. #wearehere as the moniker for the commemoration was a stroke of genius in its simplicity, as it expressed reminder, yearning, memory, warning in three words. No better commemoration of the tragedy that was the Somme one hundred years ago.