The course is a multidisciplinary introduction to play, learning, creativity and the relationships believed to exist between them.Historically, play and creativity have been difficult entities both to define and to approach with various forms of rigorous methodology. This practice example presents a way to equip students to identify play and phenomena related to it. The students are introduced to identification criteria, which they use in the classto identify play in a number of selected videos. After this, the students participate in a poll, which gives the teacher the opportunity to uncover knowledge gaps and misunderstandings.
The students had to learn to identify play and I wanted an activity that promoted active engagement and learning.
The activity consists of students' preparation from home and of activities in the group teaching.
Student preparation:
In the teaching:
a) Yes, the behavior qualifies as gambling.
b) No, the behavior lacks the first criterion.
c) No, the behavior lacks the second criterion.
d) No, the behavior lacks the third criterion.
e) No, the behavior lacks the fourth criterion.
f) No, the behavior lacks the fifth criterion.
Example of powerpoint slide for the activity (4 videos):
The students were very engaged with applying their knowledge and many of them mentioned and complimented this activity specifically in the evaluations.
The activity aims:
