How can I incorporate play into my teaching?
More specifically… How can I make learning about referencing more enjoyable?
Link to ARP Presentation PPT
It has been my belief that learning through play has many benefits in engaging students in learning.
However, the more that I read, I begin to realize just how important Play is in education, not just in the accepted childhood play, but for all ages and increasingly in HE where the advantages are beginning to be realized and unlocked!
There is much evidence to support play as a pedagogy in childhood, but its benefits are far more reaching and a growing number of advocates and research has shown how play in HE can aid not only learning, but also mental health, helping to improve wellbeing and reduce anxiety. In their paper, the Physiology of Play, potential relevance to Higer Education. Koeners, M & Francis J (2020)
identify three key areas of play physiology relevant for higher education:
“physical and mental resilience; social intelligence; cognitive flexibility and intellect,” (p149)
and conclude that,
“the incorporation of play within higher education by developing ‘Playful Universities’ a place of learning that embraces some form of play, will allow us to promote progressive failing, building resilience and developing individual and collective creativity”. (p154)
It is the creativity in our learning and Teaching practices that will essentially help to develop deeper understanding, and help store knowledge in long term memory, rather than short term memory.
Joy in learning and creativity helps to counteract the fear of failing, avoidance of risk and other negative aspects of performativity and goal-oriented teaching practices. Koeners, M & Francis J (2020), Smith, Sophy (2019) Smeed, J. (2019).
As Smeed ,J (2019) writes, Referencing is a technical topic. It is fiddly and difficult to learn. Perhaps because it is so uninspiring, that students lack engagement. By introducing activities and play, it is hoped that the workshop will engage and create enthusiasm for the topic. Also, helping to create joy and stimulate longer term understanding/ memory.
Although the question of mental health was not part of my project. The importance of Play as a tool to help improve mental health, at a time when the figures are increasing, year on year, (see figure 1), cannot be ignored. Play’s importance to mental health is a significant benefit in addition to the enhanced learning benefits it brings.
MH statistics
In 2021/22 416,000 UK students said that they had a disability of some kind and 119,000 UK home students said that they had a mental health condition.
So, although this intervention is not about mental health, it could be a great way to help counter raising stress and anxiety of students and help those mental health sufferers in Higher Education
Inclusivity
In addition to the above benefits, it is also possible that Play can help break down barriers for international students too!
As just over half of the University’s students are Overseas students (50.7%) according to the university student dashboard UAL (2023), it is important that teaching is inclusive.
Providing activity base learning and supportive learning environments where students are able to participate successfully drawing on their experiences will help to provide Inclusive teaching, which is so important for international students. (Carroll & Ryan, 2006)
Teaching Excellence Framework
Smeed.J (2016) talks of the acknowledgement by the government of the importance of innovation, creativity and enterprise’ as skills to teach, as written in the QAA benchmark statement (2015) and the institutions role in creating Innovative problem solvers as mentioned in the Teaching Excellence Framework. These are all skills which can be developed through learning through play.
Susan Lapworth of the Office for Students says
“Our updated regulatory guidance on access and participation plans includes the expectation that providers will look at multiple areas to improve graduate outcomes for disadvantaged groups, some of which are: development of the curriculum; pedagogy; learning resources; student support; employability; and opportunities such as work experience, placements and internships.” OfS (2023)
In the Teaching for Excellence results, published in December 2023, UAL has been shown to offer good support to students through Academic support, employability, disability etc, as demonstrated in the recent Teaching for Excellence Framework results where UAL was awarded Silver for Student Outcomes. Bronze was awarded overall and for Student Experience. Some may say Bronze is good, it is better than ‘Needs Improvement’! But more work is needed here, I am sure all would agree. Some of that may come in the form of more play!
With student numbers expected to rise to over 1million in the UK by 2025-26 and an increase in international students of nearly 10% compared to 2023-24 forecast, (see figure 2), it is more important than ever to ensure inclusive teaching practices.
Images and Tables
Figure 1. House of Commons (2023) Student mental health in England: Statistics, policy, and guidance – House of Commons Library (parliament.uk) Available at: https://commonslibrary.parliament.uk/ research-briefings/cbp-8593/ (Accessed: 10 January 2024).
Figure 2. Office for Students Annual Review 2023. Available at: https://www.officeforstudents.org.uk/news-blog-and-events/press-and-media/the-ofs-reflects-on-key-issues-in-higher-education-in-2023-annual-review/ (Accessed: 10 January 2024).12/12/23
References
Carroll, Jude & Ryan, Janette (2005), Teaching International students. Oxon: Routledge.
House of Commons Library (2023) Student mental health in England: Statistics, policy, and guidance. Available at: https://commonslibrary.parliament.uk/ research-briefings/cbp-8593/ (Accessed: 10 January 2024).
Koeners, Maarten P. & Francis, Joseph (2020) ‘The physiology of play: potential relevance for higher education’, International Journal of Play, 9 (1), pp 143–159. Available at: https://doi.org/10.1080/21594937.2020.1720128
Lapworth, Susan (2023),The OfS reflects on key issues in higher education in 2023 annual review. Available at: The OfS reflects on key issues in higher education in 2023 annual review – Office for Students. (Accessed 10 January 2024).
Saunders, Michael, (2023), Student Mental Health in 2023.Kings College London & Policy Institute. Available at: https://www.kcl.ac.uk/policy-institute/assets/student-mental-health-in-2023.pd (Accessed: 23 November 2023).
Smeed, Julliette (2019), ‘Exploration: It’s a serious business Learning How to Reference – Playfully’, in Alison James and Chrissi Nerantzi (eds) The Power of Play in Higher Education creativity in Tertiary Learning. Switzerland: Palgrave Macmillan, pp307-315.
Smith, Sophy (2019), ‘Exploration: Play in Practice – Innovation through play in the Postgraduate curriculum’, in by Alison James and Chrissi Nerantzi (eds) The Power of Play in Higher Education creativity in Tertiary Learning. Switzerland: Palgrave Macmillan, pp.57-66.
UAL (2023) student-number-planning-and-recruitment#Target. Available at: https://canvas.arts.ac.uk/sites/explore/SitePage/54058/student-number-planning-and-recruitment#Target (Accessed 10 January 2024).
UAL (2023) Student Characteristic Dashboards. Available at: https://dashboards.arts.ac.uk/dashboard/ActiveDashboards/DashboardPage.aspx?dashboardid=5c6bb274-7645-4500-bb75-7e334f68ff24&dashcontextid=636940277459555137(Accessed 10 January 2024).