Play and Learning-design in Pre-service Teacher Training Programs in Denmark: Agentialities and Entanglements

Hasse Herold Møller

    Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskningpeer review


    This study is based on a situational and intra-active approach to studying design-based teaching in higher education in Denmark. Based on agential realism (Barad, 2008, Plauborg, 2016), the learning design Learning Through Play (ltP) is investigated as part of complex networks of agentialities. In this way, practice is re-, and co-constituted in relational networks (Latour, 2005) and the empirical analysis shows how playful learning design and teaching practice are entangled into a wide range of human and non-human agentialities, which affects and counteracts each other. Through situational, relational and positional analyzes (Clarke, 2018) we look at a teaching practice that can not be understood as an outcome of the concrete design, but rather as a result of complex intra-actions, in which LtP, communication, learning objectives, content, time, space and more act as strong agents. This raises questions on how do we approach learning design in higher education. Based on the notion of material-discursivity, we further discuss how we as teacher educators can teach design-based in such a way that we maintain a complex and nuanced perspective on both plays and learning in higher education
    StatusUdgivet - 2019
    BegivenhedTwenty-sixth International Conference on Learning: Learning to make a difference - Queens University, Belfast, Irland
    Varighed: 24 jul. 202026 jul. 2020


    KonferenceTwenty-sixth International Conference on Learning
    LokationQueens University