The purpose of the article is to expand on the knowledge of playful learning in higher education through a Design-Based Research study across Danish social education and teacher education. It aims to develop a conceptual framework for playful learning in boundary-crossing collaboration within higher education pedagogy, with the study's empirical analysis examining three distinct voices of playful learning of experimentation (e.g., explorative, open-ended, creative collaboration), affectivity (e.g., emotional, sensory, and atmospheric collaboration), and relations (e.g., cultural, democratic, and polyphonic collaboration). The voices are polyphonic, though they are all expressed as social, active, and experiential ways of knowing and learning situated in playful framings outside 'ordinary' taéaching and learning. Finally, the article discusses tensions in developing playful learning in boundary-crossing collaboration between paradoxical longings for both conceptual unity and diversity, amid control and openness, which influences both practical applications and theoretical implications of developing playful learning in adult higher education.
Formålet med denne artikel er at undersøge og diskutere legende tilgange til læring i samarbejde på tværs af pædagog- og læreruddannelsen med afsæt i legeeksperimenter i ”BA-Lab”, der udvikles som et legende sted og rum for kollaborativ, kreativ og dialogisk udvikling af og refleksion over bachelorprojekter. Artiklen viser med metodologisk inspiration fra Design-Based Research, hvordan ”BA-Lab” som iterative legeeksperimenter gennemført i 2021 skaber nye rum for studerendes handling og deltagelse på tværs af professions- og uddannelsesgrænser. Dette udfoldes i tre overordnede temaer om 1) ”Legeframing” og kommunikative strategier, 2) Legeeksperimenter med kropslighed og følelser og 3) Legematerialer i relationelle og refleksive perspektiver. Til sidst diskuteres kollaborativ og tværgående udvikling af BA-Lab i relation til designprincipper som fælles sprog for pædagogisk udvikling og eksperimenteren samt pædagogiske implikationer, muligheder og opmærksomheder for (legende) videregående uddannelse.
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