PROCEEDINGS OF THE NBE 2005 The features of playfulness in the pedagogical model of TPL – tutoring, playing and learning
The aim of this study was to develop a theoretical and pedagogical model for planning and evaluating play and games as learning tools. The model is also useful for evaluating playful learning environments (PLE). This research is a part of the Let’s Play project in which purpose is to design and cons...
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ftciteseerx:oai:CiteSeerX.psu:10.1.1.107.5723 2023-05-15T18:07:41+02:00 PROCEEDINGS OF THE NBE 2005 The features of playfulness in the pedagogical model of TPL – tutoring, playing and learning Pirkko Hyvönen Heli Ruokamo The Pennsylvania State University CiteSeerX Archives application/pdf http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.107.5723 http://research.smartus.fi/tiedostot/folder_7/EZLXdOiP.pdf en eng http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.107.5723 http://research.smartus.fi/tiedostot/folder_7/EZLXdOiP.pdf Metadata may be used without restrictions as long as the oai identifier remains attached to it. http://research.smartus.fi/tiedostot/folder_7/EZLXdOiP.pdf Playing tutoring learning playfulness learning environment text ftciteseerx 2020-04-26T00:19:18Z The aim of this study was to develop a theoretical and pedagogical model for planning and evaluating play and games as learning tools. The model is also useful for evaluating playful learning environments (PLE). This research is a part of the Let’s Play project in which purpose is to design and construct playful learning environments for primary schools. The pilot projects of PLE are located at Rovaniemi, Finland. We utilis ed theories of playing and learning, including definitions of mature play, and empirical data collected during the Let’s Play project. The data particularly highlight children’s view on playing, playful environments and embodied experiences. The data was collected via participatory observation. It revealed the playing worlds of 6-year-old children (N=49). Children, inspired by short frame stories, created playing worlds by drawing and discussing. More data, collected by the story-crafting method, produced everyday experiences, desires, fears and events (N=161). Further data, collected by interviews and observation at a sporting environment and qualitatively processed, revealed how children and educators (N=58) experienced playing when directed by pre-plotted stories and sensory system. The concept of playfulness comprises six salient features; embodiment, collaboration, action, narration, creativity and insight. Playfulness refers to activities, environment and personal traits. These six features of the TPL model compris e the processes of tutoring, playing and learning. Tutoring means both teacher action, peer support and environmental factors that support, guide and encourage children. Playing is defined as actions that afford learning. Learning occurs through embodied experiences. The TPL model can be used for designing and evaluating playful learning environments and providing their actional content. Text Rovaniemi Unknown Rovaniemi ENVELOPE(26.159,26.159,66.392,66.392) |
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Playing tutoring learning playfulness learning environment |
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Playing tutoring learning playfulness learning environment Pirkko Hyvönen Heli Ruokamo PROCEEDINGS OF THE NBE 2005 The features of playfulness in the pedagogical model of TPL – tutoring, playing and learning |
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Playing tutoring learning playfulness learning environment |
description |
The aim of this study was to develop a theoretical and pedagogical model for planning and evaluating play and games as learning tools. The model is also useful for evaluating playful learning environments (PLE). This research is a part of the Let’s Play project in which purpose is to design and construct playful learning environments for primary schools. The pilot projects of PLE are located at Rovaniemi, Finland. We utilis ed theories of playing and learning, including definitions of mature play, and empirical data collected during the Let’s Play project. The data particularly highlight children’s view on playing, playful environments and embodied experiences. The data was collected via participatory observation. It revealed the playing worlds of 6-year-old children (N=49). Children, inspired by short frame stories, created playing worlds by drawing and discussing. More data, collected by the story-crafting method, produced everyday experiences, desires, fears and events (N=161). Further data, collected by interviews and observation at a sporting environment and qualitatively processed, revealed how children and educators (N=58) experienced playing when directed by pre-plotted stories and sensory system. The concept of playfulness comprises six salient features; embodiment, collaboration, action, narration, creativity and insight. Playfulness refers to activities, environment and personal traits. These six features of the TPL model compris e the processes of tutoring, playing and learning. Tutoring means both teacher action, peer support and environmental factors that support, guide and encourage children. Playing is defined as actions that afford learning. Learning occurs through embodied experiences. The TPL model can be used for designing and evaluating playful learning environments and providing their actional content. |
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The Pennsylvania State University CiteSeerX Archives |
format |
Text |
author |
Pirkko Hyvönen Heli Ruokamo |
author_facet |
Pirkko Hyvönen Heli Ruokamo |
author_sort |
Pirkko Hyvönen |
title |
PROCEEDINGS OF THE NBE 2005 The features of playfulness in the pedagogical model of TPL – tutoring, playing and learning |
title_short |
PROCEEDINGS OF THE NBE 2005 The features of playfulness in the pedagogical model of TPL – tutoring, playing and learning |
title_full |
PROCEEDINGS OF THE NBE 2005 The features of playfulness in the pedagogical model of TPL – tutoring, playing and learning |
title_fullStr |
PROCEEDINGS OF THE NBE 2005 The features of playfulness in the pedagogical model of TPL – tutoring, playing and learning |
title_full_unstemmed |
PROCEEDINGS OF THE NBE 2005 The features of playfulness in the pedagogical model of TPL – tutoring, playing and learning |
title_sort |
proceedings of the nbe 2005 the features of playfulness in the pedagogical model of tpl – tutoring, playing and learning |
url |
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.107.5723 http://research.smartus.fi/tiedostot/folder_7/EZLXdOiP.pdf |
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ENVELOPE(26.159,26.159,66.392,66.392) |
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Rovaniemi |
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Rovaniemi |
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Rovaniemi |
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Rovaniemi |
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http://research.smartus.fi/tiedostot/folder_7/EZLXdOiP.pdf |
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http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.107.5723 http://research.smartus.fi/tiedostot/folder_7/EZLXdOiP.pdf |
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Metadata may be used without restrictions as long as the oai identifier remains attached to it. |
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