Reflective practice is increasing embedded within the higher education and professional development. This workshop will harness LEGO® SERIOUS PLAY® (LSP) methodology to encourage reflection amongst participants. There is growing interest in this methodology within education, where LEGO® is used as a mediator, allowing complex conceptual ideas to be visualised, built and thus made more tangible (James, 2013; Nerantzi & Despard, 2014; Nerantzi, Moravej & Johnson, 2015). Workshops are inherently safe, tactile and fun, with individuals/groups sharing their stories to develop their learning. This online version will attempt to emulate the same experiences for participants who are geographically dispersed.
The workshop is intended as an exploratory session to attempt to push the boundaries of shared online creative experiences. It will be delivered via the MashMe environment to allow all participants to share their video and therefore reflect on their models in real time. The MashMe environment allows simultaneous video presence from all attendees and will sacrifice video quality to maintain a lag free experience.
This should be of interest to those having difficulties with the reflective element in their CMALT portfolio, anyone wishing to learn about LSP, as well as those wishing to explore online, creative, shared experiences.
It is a participatory session, and benefits will be minimal from simply observing, therefore participants must have access to 3D material, ideally LEGO® however, toys, stationery or similar will suffice.
James, A. (2013). Lego Serious Play: a three-dimensional approach to learning development. Journal of Learning Development in Higher Education (6)
Nerantzi, C. and Despard, C. (2014). Do LEGO® Models Aid Reflection in Learning and Teaching Practice?. Journal of Perspectives in Applied Academic Practice, 2(2)
Nerantzi, C., Moravej, H. and Johnson, F. (2015). Play Brings Openness or Using a Creative Approach to Evaluate an Undergraduate Unit and Move Forward Together. Journal of Perspectives in Applied Academic Practice, 3(2).”