what could learning look like? your turn to shuffle
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WHAT COULD LEARNING LOOK LIKE? YOUR TURN TO SHUFFLE. - Peter Liljedahl & Kathryn Ricketts. There are clear goals every step of the way. There is immediate feedback on one’s actions. There is a balance between challenges and skills. Attention is focused on one’s actions. - PowerPoint PPT PresentationTRANSCRIPT
TLC 2014
WHAT COULD LEARNING LOOK LIKE?YOUR TURN TO SHUFFLE
- Peter Liljedahl & Kathryn Ricketts
TLC 2014
FLOW EXPERIENCE
1. There are clear goals every step of the way.2. There is immediate feedback on one’s actions.3. There is a balance between challenges and skills.4. Attention is focused on one’s actions.5. Distractions are excluded from consciousness.6. There is no worry of failure.7. Self-consciousness disappears.8. The sense of time becomes distorted.9. The activity becomes satisfying in its own right.
- Csíkszentmihályi (1990)
TLC 2014
FLOW EXPERIENCE - internal
1. There are clear goals every step of the way.2. There is immediate feedback on one’s actions.3. There is a balance between challenges and skills.4. Attention is focused on one’s actions.5. Distractions are excluded from consciousness.6. There is no worry of failure.7. Self-consciousness disappears.8. The sense of time becomes distorted.9. The activity becomes satisfying in its own right.
- Csíkszentmihályi (1990)
TLC 2014
FLOW EXPERIENCE - external
1. There are clear goals every step of the way.2. There is immediate feedback on one’s actions.3. There is a balance between challenges and skills.4. Attention is focused on one’s actions.5. Distractions are excluded from consciousness.6. There is no worry of failure.7. Self-consciousness disappears.8. The sense of time becomes distorted.9. The activity becomes satisfying in its own right.
- Csíkszentmihályi (1990)
TLC 2014
FLOW EXPERIENCE - external
1. There are clear goals every step of the way.2. There is immediate feedback on one’s actions.3. There is a balance between challenges and skills.
TLC 2014
FLOW EXPERIENCE - external
1. There are clear goals every step of the way.2. There is immediate feedback on one’s actions.3. There is a balance between challenges and skills.
= ENGAGEMENT
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TLC 2014 Stephen Nachmanovitch (1990) refers to this astuteness as “the power of free play sloshing against the power of limits”.
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Siegel (1995) advocated the notions of a learning space as a site that goes beyond information submitted and received but rather a dynamic space where meanings are collectively constructed and connections are invited to emerge.
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Whereas knowledge was once relegated as stable and absolute it is now seen as partial and contingent. Similarly, the familiar idea that learning is a passive process of acquiring isolated skill and bits of information has given way to the idea of learning as a social process in which students actively construct understandings.
(Siegel, 1995) Commonalties
TLC 2014
Commonalties
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Playfulness, Flow, Curiosity, Engagement
Commonalties
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learning how to learn
Commonalties
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• Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper and Row.
• Nachmanovitch, S. (1990). Free play, improvisation in life and art. New York, NY: Penguin Putnam Inc.
• Siegel, M. (1995). More than words: The power of transmediation for learning. Canadian Journal of Education, Toronto, 20(4) 455-475.
Commonalties
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Q & A
QUESTIONS & ABUSE
