Hello everybody!
I’m curious about the forth P - Play. When I prepare the activities for my students I always try to include some games that students can play with their own smartphones.
Besides, I recently started my career as e-learning designer, so I’m looking for new ideas and new tools to build up amazing and involving activities.
Thanks for your attention,
Elisa
I like their idea of see the while learning in a playful way and not only some activities or moments. I also love how they develope their projects using the storytelling.
I use this image when I explain to my students how to design an educational serious game. We use these layers (learning objective - game mechanics - narrative) to make an immersive experience. As students in their “narrative” objectives they don’t realize that they are working and learning the learning objective, and the learning is more meaningful and durable.
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Very interested in “play” and how we can make that a more acceptable component of learning, especially beyond kindergarten! It seems to have a negative stereotype and is not as welcomed once kids get older. Also very curious about the social/peer nature of education. Annie Murphy Paul’s book. the Extended Mind, has a really interesting thesis around the importance of our environments, communities, and friends in how we learn
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PLAY is the one I´m most excited about, and that has a lot to do with me being a retired maths teacher. For many years I taught at the secondary and high school levels. But later, I was offered work at a polytechnic, which turned out to be an eye-opening experience: I was asked to include the use of a programming language (Mathematica) in my teaching (because I was a newcomer and nobody else wanted to do it 
).
I was concerned because my knowledge of computer use was quite basic - but luckily, I soon realised that for me, Mathematica was easier to understand than other computer stuff.
And best of all, the program offered me the possibility to PLAY with maths and visualization of maths.
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I am interested in how this course will describe/define passion. For me, it is something you cannot NOT be interested in, curious about, connected to…
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I am most curious about passion, because I feel that passion has been strangled from the school environment. I hate that kids aren’t excited to come to school. I know that school can’t always be fun, but sometimes it needs to be fun. When students don’t have teachers who are passionate about the things they are learning, school becomes drudgery.
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I’m passionate about play, I’ve been education more than 7 years and i’ve seing how play make the learning more easier and effective. I would like to learn more so that i am able to help more then i used to.
I am specially excited researching how to support teachers in using 4Ps, specially projects, in the traditional contents teaching, at school.
I’d say “not produce anything”. The adults I see are needing playtime to produce results that can help with productivity. Grades, reporting, scoring, meeting objectives, being a valuable player, coloring within the lines. When I think all the way back to kindergarten I don’t remember any of this. It was a time of taking string, felt, paper, paste, blocks, paint, crayons, and plastic parts to make whatever I wanted. I created whatever my mind wanted my hands to make.
Adults do sometimes have the authorization to play like this and they do it wrong. When I used to go to meetings we would sometimes have brainstorming sessions. Adults are so bad at doing this and the meeting facilitators always had problems with this activity. Adults walk in the meeting with agendas and want the session to include their special needs, people want to work the issue, they feel hurt if their ideas are not accepted by the group, they are afraid to speak for fear of being judged, and in other ways they try to produce results instead of just playing with ideas. I remember playing in kindergarten but I don’t remember the rest of this. But I do remember “clean up” where everything get’s put away and we start again tomorrow.
Sorry for not answering the question. Feel free to put a zero in this paper. I’ll add it to the stack with the other zeros.
BTW, I do have two Scratch accounts. I try to produce results to share in 10goto10 and just play with things in 10data10.
I am interested to know about passion. I would love to know everyone’s thoughts on how we can make children passionate about learning through play and projects.
I am currently most interested in P=Peers.
I often oversee student teams and sometimes feel lacking at skillfully guiding students towards developing meaningful interactions.
In my own practice, I have almost always operated alone, but recently realized how much that has stunted my growth, and over the last two years created additional isolation.
I will be following conversations related to P=Play for insights how to apply playful learning to higher education classrooms.
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PLAY is my ‘P’ of choice. Living through pandemic life and times has given me the deepest appreciation for my carefree childhood play memories….
Longing for my playtimes of travel with friends to countries across the Caribbean for experiences of annual Carnivals: communities at play, costumed creativity, revived the caring and sharing spirits of Caribbean people. Hopeful for LCL re-capture of creative learning and PLAYING.
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@t_librarian Yes! always, Tienya 
@StarBobV Oh yes! I too believe in the magic of Peers 
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@dodekagonia love that you say “there might be rules, but you have created them yourself”. So is leka a freer type of play, to maybe discover something about the world, so where the ‘rules’ might evolve ?
Yes, Peers. Learning from each other is important. Having friends to share ideas with is a great learning experience. I believe the sayings that “No man is an island” and “humans are natural social beings” 
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@JayElf @Beka Yes, leka is a freer type of play. It doesn´t necessarily have any rules at all.
If we talk about playing with, for example, dolls or clouds or thoughts, it´s leka, not spela. When I play with mathematics, it´s leka 
.
If we talk about playing games, in the typical situation with “ready-made rules” that we just follow, it´s spela. But if children create the rules themselves, the situation actually involves both leka (creating the rules for their game) and spela (playing their game). Hmm, this is complicated, and I cannot guarantee that a linguist would agree with me! In Swedish I could say that “de leker att de spelar” (Swedish “de” is English “they”).
If we talk about playing an instrument, it´s usually spela, but when the musician is improvising we might also describe it as leka.
Finally I want to mention my favourite game (that I´ve never really played but frequently discussed with my sons when they were younger): Calvinball, invented by Calvin and Hobbes. In Calvinball there is only one rule: you make up the rules as you go (and never play it twice the same way).
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Love how you explained this. thankyou @dodekagonia 
especially the part about a musician improvising : )
…and I definitely want to ‘leka’ with Calvinball now
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I am interested in all of the P’s, but the one I am most interested in is Play and how we can bring it into our work and into classrooms in a way that is playful, yet educational.
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I’m so curious about “Play” because, as a teacher, play with the students always make our bond better, and that will affect to their study