A comprehensive learning design process to help teaching staff redesign module pedagogy using playful approaches
- The RE:PLAY Learning Design Framework is a learning design process and set of tools for a group of teaching staff and is supported by learning designers.
- It is intended to facilitate teachers redesigning the pedagogy of a module or other teaching experience to use playful approaches as appropriate.
- While changes to learning outcomes and/or assessment may be ideal to support play, we recognise that the timescales of university systems may limit innovation so we focus here on what can be achieved without changes requiring significant engagement with QA/QE systems, while still retaining quality.
- Many of the tools and approaches will also be suitable for an individual working directly with a learning designer, an academic working alone, or a group of academics working together.
Core Principles
- Meaningful Activity: Focus on skill development, authentic tasks, and real-world application
- Intrinsic Motivation: Drivers by educators who want to create playful learning experiences
- Failure as Learning: A positive and essential part of the process for both learners and teachers
- Ludic Community: Building a community of designers, staff, and students willing to embrace play
- Imaginative Freedom: Thinking differently and stepping outside comfort zones with regular reflection
The Framework Journey
The RE:PLAY Framework follows a flowing, iterative journey through seven interconnected stages
The Seven Steps of the RE:PLAY Framework
This project is actively under development. Resources are being added and updated on an ongoing basis.
1. REIMAGINE
Explore what is possible and envision new playful approaches to your teaching. This initial stage involves opening your mind to creative possibilities without constraints.
Learning Outcomes
Knowledge
After this step, you will know:
What the different types of playful learning are and possibilities for use.
The affordances of playful learning and its potential in your context.
Where to find further resources on playful learning.
Skills
After this step, you will be able to:
Determine the appropriateness of different types of playful learning in your context.
Imagine how playful learning could transform your teaching.
Approach your teaching practice with an open and critical mind.
Values
After this step, you will commit to:
Making time to engage fully in all aspects of the playful redesign process.
Honest and willing engagement in the process to embed best practice in playful pedagogy.
Questioning your assumptions and preconceptions about playful learning.
Resources
2. REALITY CHECK
Identify constraints and determine what is feasible within your context. This stage grounds your ideas in practical considerations while maintaining the playful vision.
Learning Outcomes
Knowledge
After this step, you will be able to identify:
The affordances and constraints that could affect your module design.
Key areas that you want to explore or transform.
Skills
After this step, you will be able to:
Reflect on the wider context in which your module sits, taking into account your skills and experience, your students, the wider curriculum, technology, and teaching environment.
Reflect critically on the affordances and constraints in your environment to consider in your design.
Values
After this step, you will commit to:
Engaging with support, guidance and contextual information to make informed decisions about your design.
Engaging in an open, rigorous, collegiate, whimsical and ethical redesign of your module.
Resources
3. REDESIGN
Identify which forms of play are appropriate for your module and determine how to implement them effectively. This is where your playful vision takes concrete shape.
Learning Outcomes
Knowledge
After this step, you will know:
How to design effective and inclusive playful learning activities relevant to your context.
How to go about implementing one or more types of playful learning that are relevant to your context.
What are the potential unintended consequences of playful design, and how to mitigate them.
Skills
After this step, you will be able to:
Map playful learning activities to module learning outcomes and assessment activities.
Plan playful learning activities and identify development activities required.
Evaluate your redesigned module to ensure that it is inclusive and student-centred
Values
After this step, you will commit to:
Approaching module redesign with a playful philosophy, including creativity, imagination, and being open to uncertainty and failure
Resources
4. REALISE
Develop the tools and artifacts needed to teach your playful module. This hands-on stage brings your redesigned module to life through resource creation and testing.
Learning Outcomes
Knowledge
After this step, you will know:
How to develop effective and inclusive playful learning resources relevant to your context.
The process and timescales involved in creating different types of playful artefact.
Skills
After this step, you will be able to:
Source existing playful learning games or other artefacts.
Create, collaboratively or individually, playful learning tools and resources.
Evaluate your developments to ensure that they are inclusive and student-centred.
Values
After this step, you will commit to:
Approaching module development with a playful philosophy, including creativity, imagination, and being open to uncertainty and failure.
Testing your developments with students and the wider community to ensure that they are fit-for-purpose.
Resources
10 Overview Guide
11 Play Type Tool
12 Resource Templates
5. REBOOT & REFLECT
Run your playful module and act on feedback in real-time. This iterative stage allows you to adapt and improve as you deliver the experience.
Learning Outcomes
Knowledge
After this step, you will know:
How to engage and enthuse students with playful learning.
How to manage emergent complexity and uncertainty in the delivery of your module
Where to get help and support during delivery of a playful module
Skills
After this step, you will be able to:
Deliver a playful module, being responsive to student feedback.
Experiment confidently to engage with students playfully.
Identify future development needs in playful learning.
Values
After this step, you will commit to:
Engaging with and learning from the wider playful learning community.
Stepping out of my comfort zone and not being afraid to make mistakes.
Resources
13 Process for Playful Learning
14 SOS Guide
15 Feedback Templates
6. RESEARCH
Gather evidence about the effects of your playful changes. Document what worked, what didn’t, and the impact on student learning and engagement.
Learning Outcomes
Knowledge
After this step, you will know:
The impact of your redesign on your students, colleagues, and yourself.
What works in your context, and which factors support or help overcome barriers to playful learning.
Skills
After this step, you will be able to:
Evaluate the successes and failures of your module and develop strategies for improving future iterations.
Identify lessons learned and generate insights which can be shared with the wider community.
Values
After this step, you will commit to:
Continual enhancement of your module based on feedback.
Continuing self-reflection, research and evaluation.
Resources
16 Evaluation Framework
17 Data Collection Tools
7. REJOICE
Celebrate what worked and share lessons learned with the community. This stage closes the loop by contributing to the wider playful learning community.
Learning Outcomes
Knowledge
After this step, you will know:
How playful learning approaches can be used to add value.
How to support others in developing their own playful learning approaches.
That struggling, failing, and mastering is a progressive part of learning.
Skills
After this step, you will be able to:
Enthuse others and communicate authentically about the value of playful learning.
Build on and improve your playful redesign in future.
Mentor a colleague to build playful learning into their own practice.
Values
After this step, you will commit to:
Embracing playful learning as a set of practices and philosophy that has the potential to transform higher education for the better.
Being a playful practitioner in your own context and supporting others to become more playful.
Resources
18 Sharing Templates
19 Community Guidelines
20 Success Stories