WHAT COULD LEARNING LOOK LIKE? YOUR TURN TO SHUFFLE

1. WHAT COULD LEARNING LOOK LIKE?YOUR TURN TO SHUFFLE - Peter Liljedahl & Kathryn Ricketts

2. There are clear goals every step of the way. • There is immediate feedback on one’s actions. • There is a balance between challenges and skills. • Attention is focused on one’s actions. • Distractions are excluded from consciousness. • There is no worry of failure. • Self-consciousness disappears. • The sense of time becomes distorted. • The activity becomes satisfying in its own right. • - Csíkszentmihályi (1990) FLOW EXPERIENCE

3. There are clear goals every step of the way. • There is immediate feedback on one’s actions. • There is a balance between challenges and skills. • Attention is focused on one’s actions. • Distractions are excluded from consciousness. • There is no worry of failure. • Self-consciousness disappears. • The sense of time becomes distorted. • The activity becomes satisfying in its own right. • - Csíkszentmihályi (1990) FLOW EXPERIENCE - internal

4. There are clear goals every step of the way. • There is immediate feedback on one’s actions. • There is a balance between challenges and skills. • Attention is focused on one’s actions. • Distractions are excluded from consciousness. • There is no worry of failure. • Self-consciousness disappears. • The sense of time becomes distorted. • The activity becomes satisfying in its own right. • - Csíkszentmihályi (1990) FLOW EXPERIENCE - external

5. There are clear goals every step of the way. • There is immediate feedback on one’s actions. • There is a balance between challenges and skills. FLOW EXPERIENCE - external

6. There are clear goals every step of the way. • There is immediate feedback on one’s actions. • There is a balance between challenges and skills. = ENGAGEMENT FLOW EXPERIENCE - external

12. Stephen Nachmanovitch (1990) refers to this astuteness as “the power of free play sloshing against the power of limits”.

13. Siegel (1995) advocated the notions of a learning space as a site that goes beyond information submitted and received but rather a dynamic space where meanings are collectively constructed and connections are invited to emerge.

14. Whereas knowledge was once relegated as stable and absolute it is now seen as partial and contingent. Similarly, the familiar idea that learning is a passive process of acquiring isolated skill and bits of information has given way to the idea of learning as a social process in which students actively construct understandings. (Siegel, 1995) Commonalties

15. Commonalties

16. Playfulness, Flow, Curiosity, Engagement Commonalties

17. learning how to learn Commonalties

18. Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper and Row. • Nachmanovitch, S. (1990). Free play, improvisation in life and art. New York, NY: Penguin Putnam Inc. • Siegel, M. (1995). More than words: The power of transmediation for learning. Canadian Journal of Education, Toronto, 20(4) 455-475. Commonalties

19. QUESTIONS • & ABUSE Q & A

20. THANK YOU! liljedahl@sfu.ca & krickett@sfu.ca www.peterliljedahl.com/presentations