‘What to do when they don’t want to play’ – bringing playful learning to the unconverted many. Our approach to engaging sceptical facilitators.
Lead Author: Abhi Jones
Additional authors: Emma Darbyshire, Ailsa Dollard, Emma Gillaspy
Timetable: Thursday Session 5: 11:00-11:45, Terrace Room
Description:
Successful and sustainable inclusion of playful learning, particularly within curricula, is often dependent on a establishing a group of willing and able facilitators. This is easy when individuals ‘get it’ or are self-described ‘gamers’ but what to do when facilitators don’t want to play?
Gaining the facilitator perspective allowed us to identify rewarding aspects unique to playful facilitation, uncover some of the barriers, identify the needs of the facilitator, and assess appetite for further support. Using this we developed specific facilitation training, resulting in improved facilitator experiences.
In this workshop we will share our findings and experiences alongside practical exercises and examples of the training methods used to illustrate how to bring people along to the playful side, providing practical solutions for participants to reflect on and apply to their setting.
This workshop aims to demonstrate how with understanding and support, individuals can move from freaking out towards finding fulfilment in facilitating playful learning.
This workshop will involve the following,
1: Reflecting on how individuals feel when facilitating or participating in playful learning using images and objects to relay their thoughts to the group. This activity will allow a segway into discussions of our findings from evaluations from our facilitators and our approaches to supporting new playful learning facilitators.
2: Hands on experience sampling some of the playful approaches used in our facilitator training to unlock understanding and engagement in future facilitators.
Participants will work in small groups to play a spot the difference game to consider similarities and differences in facilitating playful learning compared to standard small group facilitation before moving on to a sorting game used to demonstrate relevance and importance of key themes of learning in context. There will be a wider discussion of how any issues arising can be overcome. Our context is using playful learning to deliver interprofessional education, so this workshop game centres around sorting student actions into themes aligned to behaviours supportive of collaborative working. These ideas can be applied to various contexts which leads on to the final part of the workshop.
3: Participants will be supported in how to translate these learning activities to help problem solve in their own areas. There will be time for reflection, participants will be encouraged to consider how they will incorporate their learning into their context.
To support consolidation of learning participants will be given paper and electronic worksheets and templates to use to both navigate the workshop tasks and provide a point of reference after the conference.
This workshop will be beneficial to those keen to develop effective strategies to improve any facilitator experience and troubleshoot barriers to engagement from facilitators.
References, web links and other resources:
References:
1. World Health Organization. Framework for action on interprofessional education & collaborative practice. World Health Organisation; 2010. Accessed January 22, 2024. Framework for action on interprofessional education & collaborative practice (who.int)
2. Sarah Edwards, Lakshman Swamy, Michael Cosimini, Bjorn Watsjold, Teresa M. Chan (2023) Educator’s blueprint: A how-to guide for creating analog serious games for learning in medical education, AME Education and Training, 7:6, https://doi.org/10.1002/aet2.10907
3. Kimberly Battle, Kelly S. Lockeman, Alan W. Dow, Krista L. Donohoe, Lauren Hanley & Patricia W. Slattum (2024) Unpacking interactions among student teams in a practice-based IPE setting: a qualitative evaluation study, Journal of Interprofessional Care, 38:4, 713-721, DOI: 10.1080/13561820.2024.2345829
4. Bjorn Watsjold, Michael Cosimini, Mui P, Teresa M. Chan. (2022) Much ado about gaming: An educator’s guide to serious games and gamification in medical education, AME Education and Training, 23;6(4), doi:10.1002/aet2.10794.
5. Louise Beckingsale, Melanie Brown, Eileen McKinlay, Marissa OLeary & Fiona Doolan-Noble (2023) Sustainable interprofessional education programmes: What influences teachers to stay involved?, Journal of Interprofessional Care, 37:4, 637-646, DOI: 10.1080/13561820.2022.2115470
‘What to do when they don’t want to play’ – bringing playful learning to the unconverted many. Our approach to engaging sceptical facilitators.
Lead Author: Abhi Jones
Additional authors: Emma Darbyshire, Ailsa Dollard, Emma Gillaspy
Timetable: Thursday Session 5: 11:00-11:45, Terrace Room
Description:
Successful and sustainable inclusion of playful learning, particularly within curricula, is often dependent on a establishing a group of willing and able facilitators. This is easy when individuals ‘get it’ or are self-described ‘gamers’ but what to do when facilitators don’t want to play?
Gaining the facilitator perspective allowed us to identify rewarding aspects unique to playful facilitation, uncover some of the barriers, identify the needs of the facilitator, and assess appetite for further support. Using this we developed specific facilitation training, resulting in improved facilitator experiences.
In this workshop we will share our findings and experiences alongside practical exercises and examples of the training methods used to illustrate how to bring people along to the playful side, providing practical solutions for participants to reflect on and apply to their setting.
This workshop aims to demonstrate how with understanding and support, individuals can move from freaking out towards finding fulfilment in facilitating playful learning.
This workshop will involve the following,
1: Reflecting on how individuals feel when facilitating or participating in playful learning using images and objects to relay their thoughts to the group. This activity will allow a segway into discussions of our findings from evaluations from our facilitators and our approaches to supporting new playful learning facilitators.
2: Hands on experience sampling some of the playful approaches used in our facilitator training to unlock understanding and engagement in future facilitators.
Participants will work in small groups to play a spot the difference game to consider similarities and differences in facilitating playful learning compared to standard small group facilitation before moving on to a sorting game used to demonstrate relevance and importance of key themes of learning in context. There will be a wider discussion of how any issues arising can be overcome. Our context is using playful learning to deliver interprofessional education, so this workshop game centres around sorting student actions into themes aligned to behaviours supportive of collaborative working. These ideas can be applied to various contexts which leads on to the final part of the workshop.
3: Participants will be supported in how to translate these learning activities to help problem solve in their own areas. There will be time for reflection, participants will be encouraged to consider how they will incorporate their learning into their context.
To support consolidation of learning participants will be given paper and electronic worksheets and templates to use to both navigate the workshop tasks and provide a point of reference after the conference.
This workshop will be beneficial to those keen to develop effective strategies to improve any facilitator experience and troubleshoot barriers to engagement from facilitators.
References, web links and other resources:
References:
1. World Health Organization. Framework for action on interprofessional education & collaborative practice. World Health Organisation; 2010. Accessed January 22, 2024. Framework for action on interprofessional education & collaborative practice (who.int)
2. Sarah Edwards, Lakshman Swamy, Michael Cosimini, Bjorn Watsjold, Teresa M. Chan (2023) Educator’s blueprint: A how-to guide for creating analog serious games for learning in medical education, AME Education and Training, 7:6, https://doi.org/10.1002/aet2.10907
3. Kimberly Battle, Kelly S. Lockeman, Alan W. Dow, Krista L. Donohoe, Lauren Hanley & Patricia W. Slattum (2024) Unpacking interactions among student teams in a practice-based IPE setting: a qualitative evaluation study, Journal of Interprofessional Care, 38:4, 713-721, DOI: 10.1080/13561820.2024.2345829
4. Bjorn Watsjold, Michael Cosimini, Mui P, Teresa M. Chan. (2022) Much ado about gaming: An educator’s guide to serious games and gamification in medical education, AME Education and Training, 23;6(4), doi:10.1002/aet2.10794.
5. Louise Beckingsale, Melanie Brown, Eileen McKinlay, Marissa OLeary & Fiona Doolan-Noble (2023) Sustainable interprofessional education programmes: What influences teachers to stay involved?, Journal of Interprofessional Care, 37:4, 637-646, DOI: 10.1080/13561820.2022.2115470