Education as Framed Sense-Making

Abstract

Building on domain-specific theories and a case study on play and higher education (Møller, 2020), we developed a 'Frame-Pedagogy' design: a model that fuses views on education and play by focusing on their common denominators: framing and sense-making. It explores the connection between play and higher education through three perspectives on educational experience: Academic content as fact, as toy and as tool. We tested and adapted our design by exploring it across two months on a teacher training course. In this paper, we present both iterations of the model as well as student accounts on their perceived meaning and learning outcome related to the course. We conclude that a multiple-frame-approach to education that includes play holds great potential for corresponding with the needs of future professional settings.

Keywords

Design, Education, Playful, Pedagogy, Higher Education, Play

How to Cite

Møller H. & Skov S. S., (2021) “Education as Framed Sense-Making”, The Journal of Play in Adulthood 3(1). p.31-51. doi: https://doi.org/10.5920/jpa.876

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Authors

Hasse Møller (University College Copenhagen)
Signe Smedegaard Skov (Copenhagen Technical School)

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Creative Commons Attribution 4.0

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This article has been peer reviewed.

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