Abstract
This paper examines the co-creation of playful learning designs across educational and professional boundaries in teacher education and social education through dialogic theories. It focuses on the understandings and voices of playful learning and how dialogic co-creation is influenced by the presence of multiple voices and perspectives. The study is guided by Design-Based Research in developing, testing, evaluating, and iterating a playful learning design in higher education. The results expand on playful learning across boundaries as a polyphonic and heterogeneous phenomenon with diverse and dynamic voices interplaying with each other. It is conceptualised as both experimental, affective, and relational learning processes, and is generally framed as anti-structural and thus in constant tension with inherent structures of education. The paper finally discusses the co-creation of playful learning as dialogic and tensional with constant paradoxical longings for conceptual diversity and mutuality, for both polyphony and common language.
Keywords
playful learning, co-creation, design-based research, boundaries
DOI
https://doi.org/10.21606/drs.2022.282
Citation
Holflod, K. (2022) Co-creating playful learning designs for interprofessional higher education: Dialogic perspectives on design-based research, in Lockton, D., Lenzi, S., Hekkert, P., Oak, A., Sádaba, J., Lloyd, P. (eds.), DRS2022: Bilbao, 25 June - 3 July, Bilbao, Spain. https://doi.org/10.21606/drs.2022.282
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Conference Track
Research Paper
Included in
Co-creating playful learning designs for interprofessional higher education: Dialogic perspectives on design-based research
This paper examines the co-creation of playful learning designs across educational and professional boundaries in teacher education and social education through dialogic theories. It focuses on the understandings and voices of playful learning and how dialogic co-creation is influenced by the presence of multiple voices and perspectives. The study is guided by Design-Based Research in developing, testing, evaluating, and iterating a playful learning design in higher education. The results expand on playful learning across boundaries as a polyphonic and heterogeneous phenomenon with diverse and dynamic voices interplaying with each other. It is conceptualised as both experimental, affective, and relational learning processes, and is generally framed as anti-structural and thus in constant tension with inherent structures of education. The paper finally discusses the co-creation of playful learning as dialogic and tensional with constant paradoxical longings for conceptual diversity and mutuality, for both polyphony and common language.