{"id":2343,"date":"2026-06-17T12:51:02","date_gmt":"2026-06-17T11:51:02","guid":{"rendered":"https:\/\/research.northumbria.ac.uk\/replay\/?p=2343"},"modified":"2026-06-19T14:05:35","modified_gmt":"2026-06-19T13:05:35","slug":"learning-with-a-porpoise-reflections-on-the-dolphin-trainer-workshop","status":"publish","type":"post","link":"https:\/\/research.northumbria.ac.uk\/replay\/learning-with-a-porpoise-reflections-on-the-dolphin-trainer-workshop\/","title":{"rendered":"Learning with a Porpoise: Reflections on the Dolphin Trainer Workshop"},"content":{"rendered":"\n

We Can’t Keep Doing This: Transforming Learning for a Wicked World<\/em><\/p>\n\n\n\n

On Wednesday 17th June 2026 I attended what might be one of the more unusually named professional development events I’ve been to:\u00a0We Can’t Keep Doing This<\/em>, a day of keynotes, responses, and workshops exploring how we might transform learning for a complex, uncertain world. I came away with sticky notes, scribbled pages of thoughts, and a slightly different way of looking at my own practice.<\/p>\n\n\n\n

The Keynote: Growing Up as a Culture<\/h3>\n\n\n\n

The day opened with a keynote from Andy Crosbie framed around an uncomfortable provocation. A quote projected on the screen set the tone immediately \u2014 drawn from Vanessa Machado de Oliveira’s\u00a0Outgrowing Modernity<\/em>, it argued that humanity’s deepest challenges today are not primarily technical or informational, but cultural, affective, and relational. Modern education, it suggested, has largely failed to confront this.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

From there, the conversation moved through a set of questions that I kept returning to throughout the day:<\/p>\n\n\n\n

    \n
  • What do we want learning to\u00a0feel<\/em>\u00a0like?<\/li>\n\n\n\n
  • What might we need to\u00a0unlearn<\/em>\u00a0in order to learn?<\/li>\n\n\n\n
  • How do we create cultures where failure is acceptable \u2014 even welcome?<\/li>\n\n\n\n
  • What relationships cultivate wisdom?<\/li>\n<\/ul>\n\n\n\n

    The responders picked up these threads in different ways. Dr Carly Guest pushed on the idea that teaching is relational, not just transactional \u2014 wisdom, she argued, isn’t a static thing you hand over, it’s something embodied and lived. Mariandrea Rojas Lopez brought a community perspective that kept pulling us back to the question of who gets to be in the room where decisions are made.<\/p>\n\n\n\n

    The Dolphin Trainer Workshop: A Playful Deep Dive into RE:PLAY<\/h3>\n\n\n\n

    In the afternoon I ran the Dolphin Trainer session \u2014 subtitled\u00a0A Playful Deep Dive into the RE:PLAY Framework<\/em> and, yes, I took our REPLAY inflatable dolphin with me.<\/p>\n\n\n\n

    \"\"<\/figure>\n\n\n\n

    The RE:PLAY project (Researching the Effectiveness of Playful Learning in Higher Education), funded by the ESRC, was using this workshop to explore what it actually looks and feels like to bring playful pedagogy into practice \u2014 not as a gimmick, but as a genuine mode of inquiry.<\/p>\n\n\n\n

    The session was structured around three provocations, each tackled in a game-show-style round format that was disarming in the best way. You stopped overthinking and just played. We had time for three rounds:<\/p>\n\n\n\n

    Reimagine<\/h4>\n\n\n\n

    The first activity asked us to close our eyes for ten seconds and imagine we taught at a school on Mars \u2014 then open them and brainstorm wildly: how does teaching change up there? Ideas flew onto sticky notes. Things like teaching globally distributed, asynchronous communication \u2014 “everyone is in a spacesuit, so how does communication change? So how does teaching change?” One person suggested AR screens embedded in space suits so content could still be delivered; another wrote about “gorilla intensive” equipment for survival. The point wasn’t the ideas themselves \u2014 it was the loosening that came from the permission to be ridiculous.<\/p>\n\n\n\n

    Then we had to use that energy to reimagine something from our own actual practice.<\/p>\n\n\n\n

    Reality Check + Research<\/h4>\n\n\n\n

    The second provocation was sharper. We had to list every reason a sceptical colleague would give for why a playful approach would never work in our institution. One objection per sticky note \u2014 and we had to fill the sheet.<\/p>\n\n\n\n

    It’s a surprisingly vulnerable exercise when you realise how many of those objections are the ones you<\/em> have internalised. “It’s always been like this here.” “There’s no room for it.” “What even counts as legitimate?”<\/p>\n\n\n\n

    Then we picked the most convincing objection, and discussed our counter-arguments. What evidence or experience shoots it down?<\/p>\n\n\n\n

    Redesign<\/h4>\n\n\n\n

    The final round asked us to share our worst ever lesson experience \u2014 the one that crashed and burned \u2014 and then, in rounds, redesign it. Keep the content, change everything else. The energy in the room during this one was different: funnier, more generous, more honest.<\/p>\n\n\n\n

    Someone shared a lecture on tutoring that was so boring no one listened and everything crashed. The redesign pitched an “Extra History Class” vibe \u2014 off-curriculum, not wastemoaning, “a replacement teacher” approach where you’re just a person in a room trying to figure something out together.<\/p>\n\n\n\n

    \n\n\n\n

    What I’m Taking Away<\/h2>\n\n\n\n

    The day started with a self-portrait exercise \u2014 two minutes to draw yourself, incorporating how you’re feeling that morning. The group photo at the end wasn’t of the people, but of the drawings. No one had to have their face in anything if they didn’t want to. It was a small thing, but it set a tone. The whole day had that quality: small structural choices that communicated something about what learning\u00a0could<\/em>\u00a0feel like. The question board in the foyer, the colour-coded workshop groups, the inflatable dolphin, the Mars thought experiment \u2014 none of it was trivial decoration. It was argument by form.<\/p>\n\n\n\n

    The keynote asked what we want learning to feel like. I don’t know yet what all the implications are for my own practice, but I left with more questions than answers, which is probably exactly right.<\/p>\n","protected":false},"excerpt":{"rendered":"

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