\nBreakfast in accommodation<\/span>
\n08:00-09:00
\nSports and Play<\/span><\/td>
\nBreakfast in accommodation<\/span>
\n09:00-10:00
\nTreasure Hunt!<\/span>
\nMeet in Foyer
\n<\/td>\n<\/tr>\n
\nParallel Sessions 3<\/a><\/span>
\n6<\/a><\/span> | 9<\/a><\/span> | 10<\/a><\/span><\/td>
\nParallel Sessions 6<\/a><\/span>
\n26<\/a><\/span> | 21<\/a><\/span> | 22<\/a> | 24<\/a><\/span><\/td>\n<\/tr>\n
\nRegistration<\/span><\/span><\/td>
\nKeynote 2: Rosie Jones<\/a><\/span><\/td>
\nKeynote 3: Karen Lawson<\/a><\/span>
\nWrap-up<\/span><\/td>\n<\/tr>\n
\nWelcome<\/span>
\n Keynote 1: Nikki Pugh<\/a><\/span>
\n<\/span><\/td>
\nParallel Sessions 4<\/a><\/span>
\n11<\/a>, 12<\/a><\/span> | 20<\/a><\/span> | 13<\/a>, 23<\/a><\/span><\/td>
\nParallel Sessions 1<\/a><\/span>
\n1<\/a> | 2<\/a> | 3<\/a>, 4<\/a><\/span><\/td>
\nParallel Sessions 2<\/a><\/span>
\n5<\/a><\/span> | 8<\/a><\/span>\u00a0| 7<\/a>,\u00a014<\/a><\/span>
\n<\/span><\/td>
\nParallel Sessions 5<\/a><\/span>
\n15<\/a><\/span> | 16<\/a>,17<\/a><\/span> | 18<\/a>,19<\/a><\/span><\/td>
\nEscape Rooms<\/span>
\n Reception, Q&A, Game, Pirate map<\/span><\/span><\/td>
\nConference Dinner<\/span>
\n Mystery Activities<\/span>
\n Bar<\/span><\/td>
![\"pl-thinstrip\"](\"https:\/\/i0.wp.com\/conference.playthinklearn.net\/blog\/wp-content\/uploads\/2015\/10\/pl-thinstrip.gif?resize=750%2C10\")
Short Abstracts<\/h3>\n
<\/a>Parallel Sessions 1 (Wednesday 13th July, 14:15-15:15)<\/span><\/strong><\/p>\n <\/a>1. Playfields: Designing tools for playful fieldwork [60 mins]<\/span> We invite you to become part\u00a0of\u00a0the design team\u00a0for\u00a0a new digital tool for playful fieldwork!\u00a0Using the actual\u00a0design brief\u00a0of our project, we will discuss, create, dispute, enact and play with mechanics and aesthetics. We\u2019ll also talk about sunny islands. >>FULL ABSTRACT<\/a><\/p>\n <\/a>2. Playdough Plaza- Learning Through Squishing\u00a0[60 mins]<\/span> Playdough can be used to facilitate active learning, promote engagement and encourage interaction in the adult classroom. Additionally, it can be used to create memorable and satisfying learning experiences. This session will allow participants to squish their way through some interactive activities which aim to explore playful playdough practice.\u00a0>>FULL ABSTRACT<\/a><\/p>\n <\/a>3. We are the Game Changers: An Open Gaming Literacy Programme\u00a0[30 mins]<\/span> This paper will focus on the first iteration of the Game Changers Programme of Coventry University, an open workshop for both staff and students which will explore the role and opportunities of game design thinking in fostering creative problem solving, cross-disciplinary design and gaming literacy.\u00a0>>FULL ABSTRACT<\/a><\/p>\n <\/a>4. Playing against the game\u00a0[30 mins]<\/span> There are different ways to approach (learning) games in a \u2018negative\u2019 way, like e.g. cheating or spoilsporting. Another way is to play against the game; the playful tension results here from the uncertainty when the framework of the \u2018original\u2019 game disrupts. This is of particular interest for game-based learning.\u00a0>>FULL ABSTRACT<\/a><\/p>\n <\/a>Parallel Sessions 2\u00a0(Wednesday 13th July, 15:45-17:15)<\/span><\/strong><\/p>\n <\/a>5. Lyra: blurring the line between the physical and virtual to encourage engagement\u00a0[90 mins]<\/span> In this playful activity session we\u2019re going to be making and playing. There\u2019s going to be paper and geometric shapes and augmented reality and puzzle fitting. <\/a>7. Designing enhanced Board Games for Dementia care: engaging families, friends and community\u00a0[60 mins]<\/span> How can enhanced board games support problem solving and enhance gameplay in the context of dementia? The session will offer an opportunity to play a prototype game to introduce the research issues, followed by a group discussion focusing on social engagement, playful interaction, reflection and the reduction of isolation.\u00a0>>FULL ABSTRACT<\/a><\/p>\n <\/a>8. These are a few of our favourite tools\u00a0[90 mins]<\/span> This practical workshop will demonstrate some of the easily accessible websites and tools available online which can be used to create your own playful activities in lectures or classrooms. We\u2019ll show you how to add a splash of fun to your lessons, while presenting or reviewing core pedagogical content.\u00a0>>FULL ABSTRACT<\/a><\/p>\n <\/a>14. Learning in Game Jams: A Case Study of the GLASS Summer School\u00a0[30 mins]<\/span> Game jams provide exciting opportunities for education and research. In this session we describe the GLASS Summer School, sharing videos where students talk about their experiences, and sharing results from our learning survey. We discuss questions such as what are optimal conditions for game jams? How can we measure learning?\u00a0>>FULL ABSTRACT<\/a><\/p>\n <\/a>Parallel Sessions 3\u00a0(Thursday 14th July, 09:30-11:00)<\/span><\/strong><\/p>\n <\/a>6. Make friends with a theory\u00a0[90 mins]<\/span> Become convinced of the usefulness of learning theory to curriculum design through this fun, interactive, low stakes and practical card-game. Form the most convincing combination between type of learner, teaching challenge, teaching strategy and learning theory and then successfully pitch your approach to win the game.\u00a0>>FULL ABSTRACT<\/a><\/p>\n <\/a>9. Play-space and Psycho-social Energy: A reflexive relationship\u00a0[90 mins]<\/span> Are you curious about the ways engaging in play can shift the energy of the psycho-social spaces where we learn and work? If so, come to this experiential session to move through an \u201carc of playfulness\u201d with pauses in which we will explore the shifting energy!\u00a0\u00a0>>FULL ABSTRACT<\/a><\/p>\n <\/a>10. Workshop on Creating Games and Playful Interactions for Adult Learning in Public Spaces\u00a0[90 mins]<\/span> In this workshop, which will itself be structured in the form of a game, participants work in teams to create ideas for games and playful interactions for public spaces. Roll dice to decide the location, learning objectives\/target groups and \u201ctechnology\u201d (in the broadest sense) of the activity.\u00a0\u00a0>>FULL ABSTRACT<\/a><\/p>\n <\/a>Parallel Sessions 4\u00a0(Thursday\u00a014th July, 13:30-15:00)<\/span><\/strong><\/p>\n <\/a>11.\u00a0Case History: card games for health and medical students\u00a0[60 mins]<\/span> Working with the Wellcome Collection image library and medical schools within the UK and internationally, we have created three card games to engage medical students with the analytical and narrative skills they need for their practice. Come and try your hand at a diagnosis!\u00a0\u00a0>>FULL ABSTRACT<\/a><\/p>\n <\/a>12. \u2018Explorer of the world\u2019 playshops: Playspaces for creativity & learning in Citizen Science\u00a0[90 mins*]<\/span> We are all explorers! Join us for one of our \u2018Explorer of the world\u2019 playshops \u2013outdoors\u2013 to (re)discover how we learn about ourselves, each other, and surroundings. Then explore behind the scenes of playshops, as we share results from our interview study and lessons learnt on learning and creativity.\u00a0\u00a0>>FULL ABSTRACT<\/a><\/p>\n *Note that the first 60 minutes of this workshop take place outside the main entrance; the final 30 take place in a seminar room.<\/em><\/p>\n <\/a>20. LEGO Serious Play in Higher Education: How? What for? Why? [90 mins]<\/span> LEGO-Serious-Play (LSP) is a facilitated communication and problem-solving process which is highly suitable for HE. By building and reflecting on LEGO-models participants probe deeper and deeper into a subject. We are using LSP as a teaching method while researching the underlying processes. Here we will provide insights into both.\u00a0\u00a0>>FULL ABSTRACT<\/a><\/p>\n <\/a>13. Inside the Black-box : Playing Digital Security [60 mins]<\/span> In this workshop, a playful activity is proposed, with the goal of explaining the basics of encryption and the fundamental role it plays in today\u2019s digital presence. At the end, participants will have acquired a good experience on the pedagogical capabilities of games, and an increased awareness on digital security.\u00a0\u00a0>>FULL ABSTRACT<\/a><\/p>\n <\/a>23. Playful Urban Learning Space \u2013 An Indisciplinary Collaboration [30 mins]<\/span> Participants first undertake and document a short playful group activity within the building, and report back on their findings. Participants then undertake a second dialogic activity. Finally the session leader will review how this wholly artful and playful approach has provided interesting insights about complex and ambiguous business contexts.\u00a0\u00a0>>FULL ABSTRACT<\/a><\/p>\n <\/a>Parallel Sessions 5\u00a0(Thursday\u00a014th July, 15:30-17:00)<\/span><\/strong><\/p>\n <\/a>15. Super \u201cGame Design Using MDA Model and the Elemental Tetrad\u201d Turbo II [90 mins] \u201cGLSiG War!\u201d is a terrible game. This session will challenge participants to iteratively develop this game from truly awful to exciting and exhilarating by considering tried and tested game design tools and techniques. One participant will win a fabulous prize!\u00a0\u00a0>>FULL ABSTRACT<\/a><\/p>\n <\/a>16. The Helpless and The Masters: A Subversive Game for Personal Growth\u00a0[60 mins] What does your playing style say about yourself? In this subversive workshop, you can experience how playing a table top game with different perspectives can provide insight and personal growth. After revealing the underlying concepts, the hosts will conclude with a number of implications for designing playful learning activities.\u00a0\u00a0>>FULL ABSTRACT<\/a><\/p>\n <\/a>17. Can games help creative writing students to collaborate on story-writing tasks?\u00a0[30 mins] Story writing is a complex creative task, made more difficult by collaboration. Can games make this challenge fun for learners? My case study shows how creative writing students responded when play testing group writing games (www.storyjacker.net), and reviews the effect of game rules on the stories they created.\u00a0\u00a0>>FULL ABSTRACT<\/a><\/p>\n <\/a>18. Crafting Creative Learning: Introducing Minecraft into undergraduate and postgraduate learning\u00a0[60 mins] This workshop explores 3 examples of how Minecraft has been used at undergraduate and postgraduate levels to deliver aspects of the curriculum in the playful, sandbox game. From Project Management to Proteins, Archaeology to Archives, Minecraft has provided new learning and failing opportunities through creative play.\u00a0\u00a0>>FULL ABSTRACT<\/a><\/p>\n Note: participants are encouraged to\u00a0bring their own laptops to the session to get the full experience; though you can participate without your own device too.<\/em><\/p>\n <\/a>19. Gamifying induction for online students\u00a0[30 mins] Sarah is a new student on an online degree programme and is anxious about how she will get on. Join her as she struggles to keep up with the demands of the course while attempting to maintain her social life. She will learn about the VLE, how to complete assignments, as well as course expectations.<\/p>\n There will be an opportunity to play the game and discuss with colleagues.\u00a0\u00a0>>FULL ABSTRACT<\/a><\/p>\n <\/a>Parallel Sessions 6\u00a0(Friday 15th July, 10:00-11:30)<\/span><\/strong><\/p>\n <\/a>26. Lego Education: Mindstorm Workshop for Adults [90 mins]<\/span> Lego Education UK will deliver a hands-on workshop focused on delivering STEM and Computing in a playful, engaging and inspiring way using LEGO MINDSTORMS Education EV3.<\/p>\n <\/a>21. Playing with the everyday [90 mins] In this session we will be using a playground framework to explore our unsuccessful teaching experiences. Consider bringing with you a selection of ordinary objects from work or home (though some will be provided) and be ready to share and reflect on times when your own teaching just \u201cdidn\u2019t work\u201d.\u00a0\u00a0>>FULL ABSTRACT<\/a><\/p>\n <\/a>22. Engagment in Virtual Reality Gameplay [90 mins] Ever wondered how you could use virtual reality in learning and teaching? In this session you will have a hands on playtest of VR and explore its use in engaging students with immersive environments. There will also be opportunities to discuss with colleagues how this method can be adapted to different contexts.\u00a0>>FULL ABSTRACT<\/a><\/p>\n
\n<\/strong>Jana Wendler
\nPerkins, C.<\/p>\n
\n<\/strong>Dr Gemma Lace-Costigan<\/p>\n
\n<\/strong>Sylvester Arnab
\nMorini, L.; Green, K; Masters, A.; Bellamy-Wood, T.<\/p>\n
\n<\/strong>Bernd Remmele<\/p>\n<\/p>\n
\nMark Shand<\/p>\n
\nAnd scissors.
\nThere\u2019s also going to be sword-wielding squirrels. But we\u2019ll get to that later\u2026\u00a0>>FULL ABSTRACT<\/a><\/p>\n
\n<\/strong>Sam Ingleson
\nDormann, C.<\/p>\n
\n<\/strong>Karenne Sylvester
\nReed, H.<\/p>\n
\nCharlene Jennett
\nKloetzer, L.; Himmelstein, J.; Vaugoux, A.; Iacovides, I;, Cox, A. L.<\/p>\n<\/p>\n
\nCheryl Reynolds<\/p>\n
\n<\/strong>Jo A. Tyler<\/p>\n
\n<\/strong>Dan Barnard
\nBriscoe, R<\/p>\n<\/p>\n
\nClaire Hamshire
\nMoseley, A.<\/p>\n
\n<\/strong>Cindy Regalado
\nCharlene J.; Kloetzer, L<\/p>\n
\nTobias\u00a0Seidl
\nZeiner, K. M.<\/p>\n
\n<\/strong>Jos\u00e9 Rogado
\nSousa, C.; Costa, C.; Henriques, S.<\/p>\n
\nClive Hotham
\nBech, T.<\/p>\n<\/p>\n
\n<\/strong><\/span>Simon Grey
\nPurdy, J<\/p>\n
\n<\/strong><\/span>Nick Degens
\nBraad, E.<\/p>\n
\n<\/strong><\/span>David Jackson<\/p>\n
\n<\/strong><\/span>Joel Mills<\/p>\n
\n<\/strong><\/span>Osman Javaid<\/p>\n<\/p>\n
\nLEGO Education (Neil Taylor)<\/p>\n
\n<\/strong><\/span>Chrissi Nerantzi
\nBaylis-Green, C.; Kelly, R.; Thomas, R.<\/p>\n
\n<\/strong><\/span>Paul Booth
\nMeadows, C.; Williams, S.; Javaid,\u00a0O.<\/p>\n