Programme design for Playful Learning - Framed unruliness Tobias Heiberg and Mette Lyager, Programme Directors for Playful Learning
also participated in development initiatives that have been completely off the mark in relation to meeting the needs of these education programmes or that have never left other traces than evaluation reports and final reports.
This article is about the design of the Playful Learning programme. Or, rather, about some of the reflections that the programme management has had in connection with the design and management of a development programme for which the ambition is a paradigm shift in didactics for the social education and teacher education programmes in Denmark.
In the Playful Learning programme, our ambition is to develop a programme design that can support a more playful approach to learning on the social education and teacher education programmes across the university colleges in Denmark and thus create a positive and permanent change in the didactics of the social education and teacher education programmes. No less.
Before you read on, you might as well drop all your notions that the development of teaching takes place through conceptualisation and implementation of new and better practices. You can also abandon the idea that new didactics will spread on the education programmes as long as it is based on a clear understanding of learning and unambiguous criteria for good teaching. Finally, it will facilitate your further reading if you forget the ambition that the development of teaching can be target and detail managed.
Curriculum development is a relatively well-established research field, but management and design of didactic development programmes in educational contexts are less well described, so we are a little off the beaten track. However, this should not prevent us from venturing into a description of what we think is needed and the notions of educational development that we must abandon altogether.
Conceptual, instructional and management approaches fundamentally spring from the notion that someone knows what others need to do to develop their practice in a given direction. We do not subscribe to this one-sided and linear notion when it comes to the development of a more playful approach to learning on the Profession Bachelor programmes in Denmark.
Design of an educational development programme In our programme design, we are inspired by Educational Design Research (Reeves, 2012). Educational Design Research is a research genre with a collaborative and practice-intervening approach that we share. However, the design of the Playful Learning programme is not a research design, but a development design, and it would therefore be more correct to say that what we
Highly successful educational development is already being conducted on the Profession Bachelor programmes, but most employees in the university college sector have
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