Embodied learning at work: Making the mind‐set shift from workplace to playspace

Abstract

Valuing and validating embodied learning in the workplace makes space for individual learning and transformation and can increase organizational capacity for innovation, learning, and change.

Innovativeness of Staff in Higher Education - Do Implicit Theories and Goal Orientations Matter?

“…Signs of increasing adherence to the entity theories and performance-avoidance goal orientation should be taken as dangerous signals if present in innovative higher educational institutions. Fortunately, recent endeavours in the field have shown that implicit theories and associated goals can be altered in different ways (Blackwell et al, 2007;Heslin, 2010;Heslin et al, 2005;Keating & Heslin, 2015;Kunst et al, 2017;Meyer, 2012;Shim et al, 2013). The workplace culture has proven to be effective in modifying the espoused beliefs and goals of teachers, employees and managers (Murphy & Dweck, 2010).…”

“…A considerable amount of literature has demonstrated the role of implicit theories in predicting individual differences in a variety of human behaviours. Some examples are an interest in professional learning and development (Thadani, Breland, & Dewar, 2010, 2015, workplace learning (Meyer, 2012), work engagement (Heslin, 2010), managerial styles (Heslin, Latham, & VandeWalle, 2005), academic achievement (Komarraju & Nadler, 2013), self-handicapping in physical education (Ommundsen, 2001) and many others (Dweck, 2006).…”

Don’t Forget About the Body: Exploring the Curricular Possibilities of Embodied Pedagogy

“…For example, learning spaces with fixed or cumbersome furnishings arranged in tightly packed rows that face the prominent placement of the instructor tell learners that they are passive recipients of knowledge, the authoritative source of which they face at the front of the room. By diminishing mobility these spaces reify power dynamics while constraining bodies from their roles in knowledge construction, as well as obscuring the complex social relationships inherent to spatial arrangement (Meyer, 2012).…”

Elder Play: Preliminary Research Results on How Older Adults Learn Through Motorcycling

“…Learning is a by-product of play rather than the goal, and if it occurs, it tends to be informal (Van Vleet & Fenney, 2015). Meyer (2012) explored how play can stimulate new ideas in the workplace through “embodied learning” (p. 30). “Through play .…”