Play brings openness or using a creative approach to evaluate an undergraduate unit and move forward together

with Chrissi Nerantzi Haleh Moravej and Floyd Johnson

RAISE 2014 Conference 11-12 September 14 Manchester

httpsfarm8staticflickrcom738113463125553_51d503834e_zjpg

Intended learning outcomes

During this workshop you will be able to

bull explore the benefits and challenges of evaluating and learning through making within Higher Education

bull discuss the LSP method used to evaluate an undergraduate unit at MMU

bull identify opportunities for evaluation and learning through forms of creative play in academic programmes and professional development

LSP and why

Survey fatigue

ldquoWill administering multiple surveys to students eventually result in less cooperation [] Yesrdquo (Porter et al 2004)

bull ldquoThe prospect of multiple surveys can reduce response rates bull Nonrespondents often cite time concerns as reasons for nonresponse implying that as the amount of time spent participating in surveys increases

survey nonresponse will increase bull The effects of survey fatigue may be moderated by the salience of survey contentrdquo (Porter et al 2004 66)

Caution for researchers (Porter et al2004) Multiple perspectives are more effective (Braskamp et al 1983)

Creative research methods

ldquoI was meant to be doing research about what people did and why but had always been uncomfortable with the idea of just speaking to them taking them through an lsquointerviewrsquo for my own purposes without giving them anything interesting to do Therefore for several years I have been developing lsquocreative research methodsrsquo where people are asked to make something as part of the process The idea is that going through the thoughtful physical process of making something ndash such as a video a drawing a decorated box or a Lego model ndash an individual is given the opportunity to reflect and to make their thoughts feelings or experiences manifest and tangiblerdquo (Gauntlett 2011 4)

ldquoBuilding the intangible into physical models and articulating and visualising data can help us see what we may otherwise be missing and find the surprising patternsrdquo (Kristiansen amp Rasmussen 2014 215)

Reminder 4 Lenses (Brookfield 1995)

self colleagues

students scholarship

LEGOreg Serious Playreg

bull Pan-participation community gt safe Rasmussen 2006)

bull Learning through play (Brown 2010) bull Thinking with our hands amp learning

through making (Gauntlett 2011) James 2013)

bull Learning through metaphors (Schoumln 1983)

bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)

bull Insight into complex situations understanding self and others

bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)

theoretical underpinning

ldquolearning by makingrdquo Constructionism

(Papert)

ldquoIn flowrdquo

(Csikszentmihalyi)

ldquohard funrdquo

(Papert)

ldquonew understanding through metaphorsrdquo

(Schoumln)

LSP

LSP Method steps

1 Ask a question

2 Build

3 Share

4 Reflect

bull The builder owns the model

bull Metaphors belong to the builder

bull We talk about the model

Less bricks is more

It is not about the bricks but what the bricks enable

Task 1 (1 min) Build a tower

Task 2 (3 mins) Build a little animal using up to 6 bricks

Task 4 (5 mins) Add something to this

animal that says something about yourself Share with others

LSP

War

m-u

p

Evaluating Nutrition21

httpwwwslidesharenetchrissigaining-an-insight-into-the-student-experience-evaluating-a-unit-using-lsp-with-chrissi-nerantzi

httpsfarm8staticflickrcom700713463088623_2bfb319f8d_zjpg

the process

the student voice httpsfarm4staticflickrcom378413465642385_bfb3e88e7a_zjpg

lecturerrsquos viewvoice httpsfarm6staticflickrcom533913465971064_1005f17b2d_zjpg

httpsfarm6staticflickrcom515613463089295_08331d9bf1_zjpg

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

Intended learning outcomes

During this workshop you will be able to

bull explore the benefits and challenges of evaluating and learning through making within Higher Education

bull discuss the LSP method used to evaluate an undergraduate unit at MMU

bull identify opportunities for evaluation and learning through forms of creative play in academic programmes and professional development

LSP and why

Survey fatigue

ldquoWill administering multiple surveys to students eventually result in less cooperation [] Yesrdquo (Porter et al 2004)

bull ldquoThe prospect of multiple surveys can reduce response rates bull Nonrespondents often cite time concerns as reasons for nonresponse implying that as the amount of time spent participating in surveys increases

survey nonresponse will increase bull The effects of survey fatigue may be moderated by the salience of survey contentrdquo (Porter et al 2004 66)

Caution for researchers (Porter et al2004) Multiple perspectives are more effective (Braskamp et al 1983)

Creative research methods

ldquoI was meant to be doing research about what people did and why but had always been uncomfortable with the idea of just speaking to them taking them through an lsquointerviewrsquo for my own purposes without giving them anything interesting to do Therefore for several years I have been developing lsquocreative research methodsrsquo where people are asked to make something as part of the process The idea is that going through the thoughtful physical process of making something ndash such as a video a drawing a decorated box or a Lego model ndash an individual is given the opportunity to reflect and to make their thoughts feelings or experiences manifest and tangiblerdquo (Gauntlett 2011 4)

ldquoBuilding the intangible into physical models and articulating and visualising data can help us see what we may otherwise be missing and find the surprising patternsrdquo (Kristiansen amp Rasmussen 2014 215)

Reminder 4 Lenses (Brookfield 1995)

self colleagues

students scholarship

LEGOreg Serious Playreg

bull Pan-participation community gt safe Rasmussen 2006)

bull Learning through play (Brown 2010) bull Thinking with our hands amp learning

through making (Gauntlett 2011) James 2013)

bull Learning through metaphors (Schoumln 1983)

bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)

bull Insight into complex situations understanding self and others

bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)

theoretical underpinning

ldquolearning by makingrdquo Constructionism

(Papert)

ldquoIn flowrdquo

(Csikszentmihalyi)

ldquohard funrdquo

(Papert)

ldquonew understanding through metaphorsrdquo

(Schoumln)

LSP

LSP Method steps

1 Ask a question

2 Build

3 Share

4 Reflect

bull The builder owns the model

bull Metaphors belong to the builder

bull We talk about the model

Less bricks is more

It is not about the bricks but what the bricks enable

Task 1 (1 min) Build a tower

Task 2 (3 mins) Build a little animal using up to 6 bricks

Task 4 (5 mins) Add something to this

animal that says something about yourself Share with others

LSP

War

m-u

p

Evaluating Nutrition21

httpwwwslidesharenetchrissigaining-an-insight-into-the-student-experience-evaluating-a-unit-using-lsp-with-chrissi-nerantzi

httpsfarm8staticflickrcom700713463088623_2bfb319f8d_zjpg

the process

the student voice httpsfarm4staticflickrcom378413465642385_bfb3e88e7a_zjpg

lecturerrsquos viewvoice httpsfarm6staticflickrcom533913465971064_1005f17b2d_zjpg

httpsfarm6staticflickrcom515613463089295_08331d9bf1_zjpg

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

LSP and why

Survey fatigue

ldquoWill administering multiple surveys to students eventually result in less cooperation [] Yesrdquo (Porter et al 2004)

bull ldquoThe prospect of multiple surveys can reduce response rates bull Nonrespondents often cite time concerns as reasons for nonresponse implying that as the amount of time spent participating in surveys increases

survey nonresponse will increase bull The effects of survey fatigue may be moderated by the salience of survey contentrdquo (Porter et al 2004 66)

Caution for researchers (Porter et al2004) Multiple perspectives are more effective (Braskamp et al 1983)

Creative research methods

ldquoI was meant to be doing research about what people did and why but had always been uncomfortable with the idea of just speaking to them taking them through an lsquointerviewrsquo for my own purposes without giving them anything interesting to do Therefore for several years I have been developing lsquocreative research methodsrsquo where people are asked to make something as part of the process The idea is that going through the thoughtful physical process of making something ndash such as a video a drawing a decorated box or a Lego model ndash an individual is given the opportunity to reflect and to make their thoughts feelings or experiences manifest and tangiblerdquo (Gauntlett 2011 4)

ldquoBuilding the intangible into physical models and articulating and visualising data can help us see what we may otherwise be missing and find the surprising patternsrdquo (Kristiansen amp Rasmussen 2014 215)

Reminder 4 Lenses (Brookfield 1995)

self colleagues

students scholarship

LEGOreg Serious Playreg

bull Pan-participation community gt safe Rasmussen 2006)

bull Learning through play (Brown 2010) bull Thinking with our hands amp learning

through making (Gauntlett 2011) James 2013)

bull Learning through metaphors (Schoumln 1983)

bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)

bull Insight into complex situations understanding self and others

bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)

theoretical underpinning

ldquolearning by makingrdquo Constructionism

(Papert)

ldquoIn flowrdquo

(Csikszentmihalyi)

ldquohard funrdquo

(Papert)

ldquonew understanding through metaphorsrdquo

(Schoumln)

LSP

LSP Method steps

1 Ask a question

2 Build

3 Share

4 Reflect

bull The builder owns the model

bull Metaphors belong to the builder

bull We talk about the model

Less bricks is more

It is not about the bricks but what the bricks enable

Task 1 (1 min) Build a tower

Task 2 (3 mins) Build a little animal using up to 6 bricks

Task 4 (5 mins) Add something to this

animal that says something about yourself Share with others

LSP

War

m-u

p

Evaluating Nutrition21

httpwwwslidesharenetchrissigaining-an-insight-into-the-student-experience-evaluating-a-unit-using-lsp-with-chrissi-nerantzi

httpsfarm8staticflickrcom700713463088623_2bfb319f8d_zjpg

the process

the student voice httpsfarm4staticflickrcom378413465642385_bfb3e88e7a_zjpg

lecturerrsquos viewvoice httpsfarm6staticflickrcom533913465971064_1005f17b2d_zjpg

httpsfarm6staticflickrcom515613463089295_08331d9bf1_zjpg

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

Survey fatigue

ldquoWill administering multiple surveys to students eventually result in less cooperation [] Yesrdquo (Porter et al 2004)

bull ldquoThe prospect of multiple surveys can reduce response rates bull Nonrespondents often cite time concerns as reasons for nonresponse implying that as the amount of time spent participating in surveys increases

survey nonresponse will increase bull The effects of survey fatigue may be moderated by the salience of survey contentrdquo (Porter et al 2004 66)

Caution for researchers (Porter et al2004) Multiple perspectives are more effective (Braskamp et al 1983)

Creative research methods

ldquoI was meant to be doing research about what people did and why but had always been uncomfortable with the idea of just speaking to them taking them through an lsquointerviewrsquo for my own purposes without giving them anything interesting to do Therefore for several years I have been developing lsquocreative research methodsrsquo where people are asked to make something as part of the process The idea is that going through the thoughtful physical process of making something ndash such as a video a drawing a decorated box or a Lego model ndash an individual is given the opportunity to reflect and to make their thoughts feelings or experiences manifest and tangiblerdquo (Gauntlett 2011 4)

ldquoBuilding the intangible into physical models and articulating and visualising data can help us see what we may otherwise be missing and find the surprising patternsrdquo (Kristiansen amp Rasmussen 2014 215)

Reminder 4 Lenses (Brookfield 1995)

self colleagues

students scholarship

LEGOreg Serious Playreg

bull Pan-participation community gt safe Rasmussen 2006)

bull Learning through play (Brown 2010) bull Thinking with our hands amp learning

through making (Gauntlett 2011) James 2013)

bull Learning through metaphors (Schoumln 1983)

bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)

bull Insight into complex situations understanding self and others

bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)

theoretical underpinning

ldquolearning by makingrdquo Constructionism

(Papert)

ldquoIn flowrdquo

(Csikszentmihalyi)

ldquohard funrdquo

(Papert)

ldquonew understanding through metaphorsrdquo

(Schoumln)

LSP

LSP Method steps

1 Ask a question

2 Build

3 Share

4 Reflect

bull The builder owns the model

bull Metaphors belong to the builder

bull We talk about the model

Less bricks is more

It is not about the bricks but what the bricks enable

Task 1 (1 min) Build a tower

Task 2 (3 mins) Build a little animal using up to 6 bricks

Task 4 (5 mins) Add something to this

animal that says something about yourself Share with others

LSP

War

m-u

p

Evaluating Nutrition21

httpwwwslidesharenetchrissigaining-an-insight-into-the-student-experience-evaluating-a-unit-using-lsp-with-chrissi-nerantzi

httpsfarm8staticflickrcom700713463088623_2bfb319f8d_zjpg

the process

the student voice httpsfarm4staticflickrcom378413465642385_bfb3e88e7a_zjpg

lecturerrsquos viewvoice httpsfarm6staticflickrcom533913465971064_1005f17b2d_zjpg

httpsfarm6staticflickrcom515613463089295_08331d9bf1_zjpg

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

Creative research methods

ldquoI was meant to be doing research about what people did and why but had always been uncomfortable with the idea of just speaking to them taking them through an lsquointerviewrsquo for my own purposes without giving them anything interesting to do Therefore for several years I have been developing lsquocreative research methodsrsquo where people are asked to make something as part of the process The idea is that going through the thoughtful physical process of making something ndash such as a video a drawing a decorated box or a Lego model ndash an individual is given the opportunity to reflect and to make their thoughts feelings or experiences manifest and tangiblerdquo (Gauntlett 2011 4)

ldquoBuilding the intangible into physical models and articulating and visualising data can help us see what we may otherwise be missing and find the surprising patternsrdquo (Kristiansen amp Rasmussen 2014 215)

Reminder 4 Lenses (Brookfield 1995)

self colleagues

students scholarship

LEGOreg Serious Playreg

bull Pan-participation community gt safe Rasmussen 2006)

bull Learning through play (Brown 2010) bull Thinking with our hands amp learning

through making (Gauntlett 2011) James 2013)

bull Learning through metaphors (Schoumln 1983)

bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)

bull Insight into complex situations understanding self and others

bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)

theoretical underpinning

ldquolearning by makingrdquo Constructionism

(Papert)

ldquoIn flowrdquo

(Csikszentmihalyi)

ldquohard funrdquo

(Papert)

ldquonew understanding through metaphorsrdquo

(Schoumln)

LSP

LSP Method steps

1 Ask a question

2 Build

3 Share

4 Reflect

bull The builder owns the model

bull Metaphors belong to the builder

bull We talk about the model

Less bricks is more

It is not about the bricks but what the bricks enable

Task 1 (1 min) Build a tower

Task 2 (3 mins) Build a little animal using up to 6 bricks

Task 4 (5 mins) Add something to this

animal that says something about yourself Share with others

LSP

War

m-u

p

Evaluating Nutrition21

httpwwwslidesharenetchrissigaining-an-insight-into-the-student-experience-evaluating-a-unit-using-lsp-with-chrissi-nerantzi

httpsfarm8staticflickrcom700713463088623_2bfb319f8d_zjpg

the process

the student voice httpsfarm4staticflickrcom378413465642385_bfb3e88e7a_zjpg

lecturerrsquos viewvoice httpsfarm6staticflickrcom533913465971064_1005f17b2d_zjpg

httpsfarm6staticflickrcom515613463089295_08331d9bf1_zjpg

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

ldquoBuilding the intangible into physical models and articulating and visualising data can help us see what we may otherwise be missing and find the surprising patternsrdquo (Kristiansen amp Rasmussen 2014 215)

Reminder 4 Lenses (Brookfield 1995)

self colleagues

students scholarship

LEGOreg Serious Playreg

bull Pan-participation community gt safe Rasmussen 2006)

bull Learning through play (Brown 2010) bull Thinking with our hands amp learning

through making (Gauntlett 2011) James 2013)

bull Learning through metaphors (Schoumln 1983)

bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)

bull Insight into complex situations understanding self and others

bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)

theoretical underpinning

ldquolearning by makingrdquo Constructionism

(Papert)

ldquoIn flowrdquo

(Csikszentmihalyi)

ldquohard funrdquo

(Papert)

ldquonew understanding through metaphorsrdquo

(Schoumln)

LSP

LSP Method steps

1 Ask a question

2 Build

3 Share

4 Reflect

bull The builder owns the model

bull Metaphors belong to the builder

bull We talk about the model

Less bricks is more

It is not about the bricks but what the bricks enable

Task 1 (1 min) Build a tower

Task 2 (3 mins) Build a little animal using up to 6 bricks

Task 4 (5 mins) Add something to this

animal that says something about yourself Share with others

LSP

War

m-u

p

Evaluating Nutrition21

httpwwwslidesharenetchrissigaining-an-insight-into-the-student-experience-evaluating-a-unit-using-lsp-with-chrissi-nerantzi

httpsfarm8staticflickrcom700713463088623_2bfb319f8d_zjpg

the process

the student voice httpsfarm4staticflickrcom378413465642385_bfb3e88e7a_zjpg

lecturerrsquos viewvoice httpsfarm6staticflickrcom533913465971064_1005f17b2d_zjpg

httpsfarm6staticflickrcom515613463089295_08331d9bf1_zjpg

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

Reminder 4 Lenses (Brookfield 1995)

self colleagues

students scholarship

LEGOreg Serious Playreg

bull Pan-participation community gt safe Rasmussen 2006)

bull Learning through play (Brown 2010) bull Thinking with our hands amp learning

through making (Gauntlett 2011) James 2013)

bull Learning through metaphors (Schoumln 1983)

bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)

bull Insight into complex situations understanding self and others

bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)

theoretical underpinning

ldquolearning by makingrdquo Constructionism

(Papert)

ldquoIn flowrdquo

(Csikszentmihalyi)

ldquohard funrdquo

(Papert)

ldquonew understanding through metaphorsrdquo

(Schoumln)

LSP

LSP Method steps

1 Ask a question

2 Build

3 Share

4 Reflect

bull The builder owns the model

bull Metaphors belong to the builder

bull We talk about the model

Less bricks is more

It is not about the bricks but what the bricks enable

Task 1 (1 min) Build a tower

Task 2 (3 mins) Build a little animal using up to 6 bricks

Task 4 (5 mins) Add something to this

animal that says something about yourself Share with others

LSP

War

m-u

p

Evaluating Nutrition21

httpwwwslidesharenetchrissigaining-an-insight-into-the-student-experience-evaluating-a-unit-using-lsp-with-chrissi-nerantzi

httpsfarm8staticflickrcom700713463088623_2bfb319f8d_zjpg

the process

the student voice httpsfarm4staticflickrcom378413465642385_bfb3e88e7a_zjpg

lecturerrsquos viewvoice httpsfarm6staticflickrcom533913465971064_1005f17b2d_zjpg

httpsfarm6staticflickrcom515613463089295_08331d9bf1_zjpg

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

LEGOreg Serious Playreg

bull Pan-participation community gt safe Rasmussen 2006)

bull Learning through play (Brown 2010) bull Thinking with our hands amp learning

through making (Gauntlett 2011) James 2013)

bull Learning through metaphors (Schoumln 1983)

bull Helps reflecting opening up and sharing (Nerantzi amp McCusker 2014 Nerantzi amp Despard 2014)

bull Insight into complex situations understanding self and others

bull Facilitated by trained LSP practitioner (The LEGO Group 2010 James 2013)

theoretical underpinning

ldquolearning by makingrdquo Constructionism

(Papert)

ldquoIn flowrdquo

(Csikszentmihalyi)

ldquohard funrdquo

(Papert)

ldquonew understanding through metaphorsrdquo

(Schoumln)

LSP

LSP Method steps

1 Ask a question

2 Build

3 Share

4 Reflect

bull The builder owns the model

bull Metaphors belong to the builder

bull We talk about the model

Less bricks is more

It is not about the bricks but what the bricks enable

Task 1 (1 min) Build a tower

Task 2 (3 mins) Build a little animal using up to 6 bricks

Task 4 (5 mins) Add something to this

animal that says something about yourself Share with others

LSP

War

m-u

p

Evaluating Nutrition21

httpwwwslidesharenetchrissigaining-an-insight-into-the-student-experience-evaluating-a-unit-using-lsp-with-chrissi-nerantzi

httpsfarm8staticflickrcom700713463088623_2bfb319f8d_zjpg

the process

the student voice httpsfarm4staticflickrcom378413465642385_bfb3e88e7a_zjpg

lecturerrsquos viewvoice httpsfarm6staticflickrcom533913465971064_1005f17b2d_zjpg

httpsfarm6staticflickrcom515613463089295_08331d9bf1_zjpg

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

theoretical underpinning

ldquolearning by makingrdquo Constructionism

(Papert)

ldquoIn flowrdquo

(Csikszentmihalyi)

ldquohard funrdquo

(Papert)

ldquonew understanding through metaphorsrdquo

(Schoumln)

LSP

LSP Method steps

1 Ask a question

2 Build

3 Share

4 Reflect

bull The builder owns the model

bull Metaphors belong to the builder

bull We talk about the model

Less bricks is more

It is not about the bricks but what the bricks enable

Task 1 (1 min) Build a tower

Task 2 (3 mins) Build a little animal using up to 6 bricks

Task 4 (5 mins) Add something to this

animal that says something about yourself Share with others

LSP

War

m-u

p

Evaluating Nutrition21

httpwwwslidesharenetchrissigaining-an-insight-into-the-student-experience-evaluating-a-unit-using-lsp-with-chrissi-nerantzi

httpsfarm8staticflickrcom700713463088623_2bfb319f8d_zjpg

the process

the student voice httpsfarm4staticflickrcom378413465642385_bfb3e88e7a_zjpg

lecturerrsquos viewvoice httpsfarm6staticflickrcom533913465971064_1005f17b2d_zjpg

httpsfarm6staticflickrcom515613463089295_08331d9bf1_zjpg

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

LSP Method steps

1 Ask a question

2 Build

3 Share

4 Reflect

bull The builder owns the model

bull Metaphors belong to the builder

bull We talk about the model

Less bricks is more

It is not about the bricks but what the bricks enable

Task 1 (1 min) Build a tower

Task 2 (3 mins) Build a little animal using up to 6 bricks

Task 4 (5 mins) Add something to this

animal that says something about yourself Share with others

LSP

War

m-u

p

Evaluating Nutrition21

httpwwwslidesharenetchrissigaining-an-insight-into-the-student-experience-evaluating-a-unit-using-lsp-with-chrissi-nerantzi

httpsfarm8staticflickrcom700713463088623_2bfb319f8d_zjpg

the process

the student voice httpsfarm4staticflickrcom378413465642385_bfb3e88e7a_zjpg

lecturerrsquos viewvoice httpsfarm6staticflickrcom533913465971064_1005f17b2d_zjpg

httpsfarm6staticflickrcom515613463089295_08331d9bf1_zjpg

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

bull The builder owns the model

bull Metaphors belong to the builder

bull We talk about the model

Less bricks is more

It is not about the bricks but what the bricks enable

Task 1 (1 min) Build a tower

Task 2 (3 mins) Build a little animal using up to 6 bricks

Task 4 (5 mins) Add something to this

animal that says something about yourself Share with others

LSP

War

m-u

p

Evaluating Nutrition21

httpwwwslidesharenetchrissigaining-an-insight-into-the-student-experience-evaluating-a-unit-using-lsp-with-chrissi-nerantzi

httpsfarm8staticflickrcom700713463088623_2bfb319f8d_zjpg

the process

the student voice httpsfarm4staticflickrcom378413465642385_bfb3e88e7a_zjpg

lecturerrsquos viewvoice httpsfarm6staticflickrcom533913465971064_1005f17b2d_zjpg

httpsfarm6staticflickrcom515613463089295_08331d9bf1_zjpg

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

Less bricks is more

It is not about the bricks but what the bricks enable

Task 1 (1 min) Build a tower

Task 2 (3 mins) Build a little animal using up to 6 bricks

Task 4 (5 mins) Add something to this

animal that says something about yourself Share with others

LSP

War

m-u

p

Evaluating Nutrition21

httpwwwslidesharenetchrissigaining-an-insight-into-the-student-experience-evaluating-a-unit-using-lsp-with-chrissi-nerantzi

httpsfarm8staticflickrcom700713463088623_2bfb319f8d_zjpg

the process

the student voice httpsfarm4staticflickrcom378413465642385_bfb3e88e7a_zjpg

lecturerrsquos viewvoice httpsfarm6staticflickrcom533913465971064_1005f17b2d_zjpg

httpsfarm6staticflickrcom515613463089295_08331d9bf1_zjpg

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

Task 1 (1 min) Build a tower

Task 2 (3 mins) Build a little animal using up to 6 bricks

Task 4 (5 mins) Add something to this

animal that says something about yourself Share with others

LSP

War

m-u

p

Evaluating Nutrition21

httpwwwslidesharenetchrissigaining-an-insight-into-the-student-experience-evaluating-a-unit-using-lsp-with-chrissi-nerantzi

httpsfarm8staticflickrcom700713463088623_2bfb319f8d_zjpg

the process

the student voice httpsfarm4staticflickrcom378413465642385_bfb3e88e7a_zjpg

lecturerrsquos viewvoice httpsfarm6staticflickrcom533913465971064_1005f17b2d_zjpg

httpsfarm6staticflickrcom515613463089295_08331d9bf1_zjpg

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

Evaluating Nutrition21

httpwwwslidesharenetchrissigaining-an-insight-into-the-student-experience-evaluating-a-unit-using-lsp-with-chrissi-nerantzi

httpsfarm8staticflickrcom700713463088623_2bfb319f8d_zjpg

the process

the student voice httpsfarm4staticflickrcom378413465642385_bfb3e88e7a_zjpg

lecturerrsquos viewvoice httpsfarm6staticflickrcom533913465971064_1005f17b2d_zjpg

httpsfarm6staticflickrcom515613463089295_08331d9bf1_zjpg

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

httpsfarm8staticflickrcom700713463088623_2bfb319f8d_zjpg

the process

the student voice httpsfarm4staticflickrcom378413465642385_bfb3e88e7a_zjpg

lecturerrsquos viewvoice httpsfarm6staticflickrcom533913465971064_1005f17b2d_zjpg

httpsfarm6staticflickrcom515613463089295_08331d9bf1_zjpg

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

the student voice httpsfarm4staticflickrcom378413465642385_bfb3e88e7a_zjpg

lecturerrsquos viewvoice httpsfarm6staticflickrcom533913465971064_1005f17b2d_zjpg

httpsfarm6staticflickrcom515613463089295_08331d9bf1_zjpg

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

lecturerrsquos viewvoice httpsfarm6staticflickrcom533913465971064_1005f17b2d_zjpg

httpsfarm6staticflickrcom515613463089295_08331d9bf1_zjpg

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

httpsfarm6staticflickrcom515613463089295_08331d9bf1_zjpg

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

letrsquos try it

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

We trust our hands

We trust the process

We all build

We all participate

Remember

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

Task 1(5 + 5 mins) Build a model that captures what you need as a learner Share with others

Task 2 (5 mins) Cluster your models

Task 6 (5 mins) As a group articulate and share a narrative which represents your needs as learners

LSP

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

extending creative evaluation

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

References bull Braskamp L A Brandenburg D C Kohen E Ory J C and Mayberry P W (1983) Guidebook for evaluating teaching NACTA Journal - December

1983 72-76

bull Brookfield S (1995) Becoming a critically reflective teacher Jossey-Bass San Francisco

bull Brown S (2010) Play How it shapes the brain opens the imagination and invigorates the soul London Avery Penguin

bull James A R (2013) Lego Serious Play a three-dimensional approach to learning development in Journal of Learning Development in Higher Education No 6 (2013) available at httpwwwaldinheacukojsindexphpjournal=jldheamppage=articleampop=viewamppath5B5D=208amppath5B5D=154

bull Gauntlett D (2011) Making is connecting The social meaning of creativity from DIY and knitting to YouTube and Web20 Cambridge Polity Press

bull Kristiansen P amp Rasmussen R (2014) Building a better business using the LEGOreg Serious Playreg Method Hooken Wiley

bull Nerantzi C and Despard C (i2014) Lego models to aid reflection Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision Journal Perspectives in Applied Academic Practice

bull Nerantzi C and McCusker S (2014) A taster of the LEGO(R) Serious Play(R) Method for Higher Education OER14 Building Communities of Open Practice Conference Proceedings 28-29 April 2014 Centre for Life Newcastle available at httpwwwmedevacukoer1419view

bull Porter S R Whitcomb M E and Weitzer W H (2004) Multiple Surveys of Students and Survey Fatigue in NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH no 121 Spring 2004 Wiley Periodicals Inc pp 63-73

bull Rasmussen R (2006) When you build in the world you build in your mind Design Management Review 17(3) pp 53-63

bull Schoumln D (1983) The Reflective Practitioner San Francisco Jossey-Bass

bull The LEGO Group (2010) Open-sourceltIntroduction to LEGO(R) Serious Play(R) available at httpseriousplayprocomdocsLSP_Open_Source_Brochurepdf [accessed 29 December 2013]

Chrissi Nerantzi Academic Developer Manchester Metropolitan University UK accredited LSP facilitator chrissinerantzi

Haleh Moravej Senior Lecturer in Nutrition Science Manchester Metropolitan University UK halehmoravej

Floyd Johnson Second year Student in Nutrition Science Manchester Metropolitan University UK johnsonfondly

If you would like to find out more please get in touch with us