List of all sessions. Programme is now at: https://playfullearningassoc.co.uk/conference23-programme/
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Delegates will hide giant objects around the campus. And we’ll find them.
They will take home some giant objects.
And other special characters $£@!£$T 123456 —
In 2021, I started using Taskmaster in my LLB teaching as a way of introducing students to statutory interpretation and the importance of tightness in wording in legal drafting. I set them seminar preparation of watching an episode of Taskmaster and thinking of the connections to Law, and based the in-class activities, including a drafting exercise, on the Taskmaster format.
At the Playful Learning Conference, I will give participants a taste of Taskmaster in the higher education classroom, and show how I am using these concepts in legal outreach work with younger audiences through the national School Tasking competition. Participants will be able to have a go at some of the Taskmaster-style challenges that I use in the higher-education classroom, as well as be introduced to some of the activities and tasks that the LLB student teams deliver in the School Tasking sessions.
Taskmaster is the most beautiful vehicle for education at all levels and I have used it to engage audiences from Year 5 to my Warwick colleagues. Tasks can be tailored to different skill sets, to allow each participant the chance to excel and contribute to their team. The gentle competition encourages teamwork, collaboration, creativity, lateral thinking and numerous other skills, and the nonsensical nature of some of the tasks is a great leveller. Secondary and sixth form students, for example, can be tricky to engage, because they tend to be unwilling to throw themselves into activities where they feel they might be ridiculed by their peers. Though it takes longer to warm them up than it does with younger or older cohorts, Taskmaster has proven to be a wonderful way of engaging this age group. And so it is with university students, who tend to throw themselves into Taskmaster challenges with gusto, after perhaps some initial hesitation.
My main aim in this presentation is to enthuse participants about using Taskmaster as a vehicle for education with any age. By getting everyone involved, I will show how the format of Taskmaster genuinely brings people together, with absolutely joyful outcomes.
We are in search of the super biscuit, a dynamic treat that can best represent The Playful Learning Conference 2024.
“Biscuit” is Latin for “twice-cooked”, and originally this food would have been baked at least that many times. Nowadays most biscuits get just a single blast in the oven. We are looking for a contemporaty snack yet appeals to a traditional sense of taste bud. According to The Guardian (2010) in Britain, “every second, we dunk, suck and swallow 52 chocolate digestives. Crumbs”. The biscuit market is fierce, and we believe the choice of biscuits has never been better.
We are looking for a stand out biscuit superstar to join our business. Can you help us find that biscuit?
This is an interactive session. Participants will design and use the shortlisting criteria to select the best candidate (biscuit) for the role. Participants will be introduced to assessment centre style selection and shortlisting techniques to support the session. The aim is to collectively decide which biscuit fits the demands of the role (this information will be provided). The activity usually takes 60-90 minutes, it can be condensed to 45-60 minutes. The session hinges on Creative Aerobics (CA) (George and Yagnik, 2017) and helps to stimulate solutions in a fun and swift way.
This session will introduce participants to the various ways that cards can be used for teaching and learning, with several examples available to play with by way of introduction. It will cover everything from single, self-created cards in situ (think of them as more sustainable post-it notes) to full blown deck building games (Pokemon or Hero Realms, for those who know) and everything in between. It will show how to create sessions from scratch, using a simple set of basic cards or using existing game mechanics adapted to teach a specific topic. The approach is multi-disciplinary and will involve each participant actually creating their own card game in the room (along with a free starter pack of cards). The session will also cover basic design and production so that the ideas can be developed and implemented immediately after attending. Cards are a great way of introducing games, simulations and case studies to students in a more engaging and tactile way.