08:57:52 From Angela Tessier to Everyone: Good morning from Winnipeg! I hope that all is well with you and yours! 09:02:39 From DMU, Roger Saunders to Everyone: If anyone is interested I'm looking for a guest for my podcast, preferably to record something later this week - any subject (teaching and learning related) very informal 09:02:49 From Angela Rhead (Keele) to Everyone: Beautiful here at Keele too :-) 09:03:07 From Heather McKiggan-Fee (St Andrews) to Everyone: Lovely weather in Scotland as well! 09:03:39 From Jackie Dohaney to Everyone: Kirsten is meant to be here, from Swinburne (Aus), but haven't seen her yet 09:03:49 From Kate Thompson (Dalhousie) She/Her to Everyone: Hello from Nova Scotia, Canada! (Mi’kma’ki) 09:03:55 From Clare to Everyone: Sun is amazing here in Northern Ireland 09:05:29 From Heather McKiggan-Fee (St Andrews) to Everyone: Hello Kate - I'm from Nova Scotia originally! 09:05:45 From Heather McKiggan-Fee (St Andrews) to Everyone: But I went to Acadia rather than Dalhousie... 09:05:45 From Kate Thompson (Dalhousie) She/Her to Everyone: Reacted to "Hello Kate - I'm fro..." with πŸ‡¨πŸ‡¦ 09:06:00 From Kate Thompson (Dalhousie) She/Her to Everyone: Acadia is lovely πŸ™‚ 09:06:16 From Heather McKiggan-Fee (St Andrews) to Everyone: Reacted to "Acadia is lovely πŸ™‚" with πŸ‘ 09:20:01 From Kenji Lamb (CDN) to Everyone: https://pro.playmobil.com/ 09:21:19 From Angela Rhead (Keele) to Everyone: Reading Reading Reading ❀️ ://journal.aldinhe.ac.uk/index.php/jldhe/article/view/502 09:22:07 From Tian Yan to Everyone: Reacted to "Reading Reading Read..." with πŸ‘ 09:22:13 From Tian Yan to Everyone: Reacted to "Reading Reading Read..." with πŸ‘ 09:22:13 From Clare to Everyone: Excellent pitch 09:22:15 From Tian Yan to Everyone: Removed a πŸ‘ reaction from "Reading Reading Read..." 09:22:16 From Tilda Stickley to Everyone: Angela, could you retry that link, it doesn't seem to work for me 09:22:26 From Suzanne Sheffield to Everyone: Reacted to "Angela, could you re..." with πŸ‘ 09:22:52 From Tilda Stickley to Everyone: Excellent provocation, I am suitably agitated! :) 09:24:05 From DMU, Roger Saunders to Everyone: Apologies for being UK-centric, my bad 09:24:34 From Karen Lochead to Everyone: β€œWhen the Ontario Scholar Program was introduced in the 1960s, five per cent of grade 13 graduates were Ontario scholars," said [Mark] Langar [president of Ontario Confederation of University Faculty Associations] on Ottawa Morning, referring to the designation given to students with an average of 80 per cent or higher. "Now over 50 per cent of students graduating from grade 12 are Ontario Scholars” 09:24:37 From Heather McKiggan-Fee (St Andrews) to Everyone: First class is similar to a straight A student, 2:1 to a straight B, 2:2 to a straight C student 09:24:45 From Kenji Lamb (CDN) to Everyone: (this is the link to the PDF - though there's a direct download in the chat): https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/502 09:24:48 From Fiona Smart to Everyone: Reacted to "First class is simil..." with πŸ‘ 09:24:57 From Karen Lochead to Everyone: When the Ontario Scholar program was introduced in the 1960s, average performers were C-students and A-students were considered exceptional, CΓ΄tΓ© said. Now, 90 per cent of Ontario students have a B average or above, and 60 per cent of students applying to university have an A average. 09:25:13 From Karen Lochead to Everyone: From: Michael Woods. 2008. β€œMaking the Grade: Standard test could solve the grade inflation problem, expert says”. The Queen’s University Journal. https://www.queensjournal.ca/story/2008-09-19/features/making-the-grade/ 09:26:40 From Tilda Stickley, University of Nottingham to Everyone: (You'd also like your institution to explicitly allow time for research as an LD!) 09:29:55 From Suzanne Sheffield to Everyone: β€˜Play’ in HE could refer not to β€˜playing’ ie. with Lego etc. but could be about learning to think creatively or critically. So, thinking about the nature of play, meandering through our thinking and working through ideas with others is β€˜playful’. This seems to be something we need to do more of in HE. 09:30:15 From Kate Thompson (Dalhousie) She/Her to Everyone: Reacted to "β€˜Play’ in HE could r..." with ❀️ 09:30:43 From Fiona Smart to Everyone: Replying to "β€˜Play’ in HE could r..." Mmm, what do we mean by play? Playing? 09:30:56 From Suzanne Sheffield to Everyone: Yes, exactly Fiona. 09:31:21 From Karen Lochead to Everyone: Does it have to be all or nothing? I posit that play might spike student interest and motivation which can lead to more reading 09:31:21 From Heather McKiggan-Fee (St Andrews) to Everyone: I don't see reading and play as mutually exclusive. They might need to read extensively before coming along to the session where they apply what they've learned in a "playful" way in class 09:31:32 From Suzanne Sheffield to Everyone: Reacted to "Does it have to be a..." with πŸ‘ 09:31:41 From Kate Thompson (Dalhousie) She/Her to Everyone: Play can also be challenging and skill-building 09:31:43 From Suzanne Sheffield to Everyone: Reacted to "I don't see reading ..." with ❀️ 09:31:52 From Fiona Smart to Everyone: Reacted to "I don't see reading ..." with πŸ‘ 09:32:41 From Suzanne Sheffield to Everyone: Yes! Using imagination is playful. But could be very meaningful and hold value to learning. 09:33:22 From Tian Yan to Everyone: Reacted to "Yes! Using imaginati..." with πŸ‘ 09:33:40 From Tilda Stickley, University of Nottingham to Everyone: Reacted to "I don't see reading ..." with πŸ‘πŸΏ 09:33:48 From Clare to Everyone: Reacted to "I don't see reading ..." with πŸ‘ 09:34:14 From Tilda Stickley, University of Nottingham to Everyone: Reacted to "Does it have to be a..." with ❀️ 09:34:19 From Heather McKiggan-Fee (St Andrews) to Everyone: Although I agree that broadly speaking, kids are reading less these days, at least in the "traditional" sense of off a page. My eldest son consumes novels voraciously - but he listens to them on Audible (at double speed, so he gets through them more quickly). But perhaps rather than expecting modern kids to adapt to the way it used to be done, HE will change to adapt to the way it's done now, ie all the "readings" will become accessible to listen to. 09:34:52 From Jackie Dohaney to Everyone: Rikke Norgard's work speaks to the concept of playful learning in higher education: https://www.tandfonline.com/doi/full/10.1080/21594937.2017.1382997 09:35:13 From Lisa Endersby, Teaching Commons (she/her) to Everyone: I'm intrigued by the definition or understanding of play as opposed to or as part of 'playful'. It's a venn diagram that in this context may include a lot of active learning strategies that could be considered 'playful'. The argument I often hear is that it takes time away from content delivery and I tend to argue that this is another way of learning/engaging with content. I wonder how much is the issue of time and expectations, as was discussed. 09:35:23 From Suzanne Sheffield to Everyone: Someone asked me recently if listening is β€˜reading’ - the content might be the same, but are the skills acquired the same? I’m still pondering that. 09:35:25 From Eleanor Hodgson (she/her) to Everyone: Is there something to be said about the idea that play is low stakes, a safe space to try things? In that way, could we suggest that even something like formative assessments could be 'playful'? Can it even engage students more in the process of learning, rather than the focus on the summative end point? 09:35:36 From Fiona Smart to Everyone: Reacted to "Is there something t..." with πŸ‘ 09:35:56 From Craig Mc to Everyone: Reacted to "Is there something t..." with πŸ‘ 09:36:11 From Suzanne Sheffield to Everyone: Reacted to "Is there something t..." with πŸ‘ 09:36:30 From Kate Thompson (Dalhousie) She/Her to Everyone: Reacted to "Is there something t..." with πŸ’― 09:36:38 From Lisa Endersby, Teaching Commons (she/her) to Everyone: Reacted to "Is there something t..." with ❀️ 09:36:46 From Angela Tessier to Everyone: Reacted to "Is there something t..." with πŸ‘ 09:37:15 From Karen Lochead to Everyone: Reacted to "I don't see reading ..." with πŸ‘ 09:37:18 From Jackie Dohaney to Everyone: Reacted to "Is there something t..." with ❀️ 09:37:21 From Karen Lochead to Everyone: Reacted to "Play can also be cha..." with 🎯 09:37:25 From Tian Yan to Everyone: Reacted to "Is there something t..." with πŸ‘ 09:37:28 From Rhod Woodhouse to Everyone: Reacted to "Is there something t..." with πŸ‘ 09:37:44 From Kenji Lamb (CDN) to Everyone: Reacted to "Someone asked me rec..." with πŸ‘πŸΌ 09:38:05 From Jackie Dohaney to Everyone: I think play can be serious and academic 09:38:13 From Tanya Lubicz-Nawrocka to Everyone: Reacted to "Is there something t..." with πŸ’― 09:38:18 From Jackie Dohaney to Everyone: It's in the family of creativity 09:38:19 From Suzanne Sheffield to Everyone: Reacted to "I think play can be ..." with ❀️ 09:38:20 From Clare to Everyone: @lisa I agree that language is important - for example playful vs active // creativity vs innovation - very different perceptions but can broadly be similar 09:38:24 From Kate Thompson (Dalhousie) She/Her to Everyone: Replying to "Is there something t..." The low-stakes nature of play encourages/allows creativity. When students are afraid of failure, that stifles creativity. 09:38:31 From Kate Thompson (Dalhousie) She/Her to Everyone: Reacted to "I think play can be ..." with ❀️ 09:38:49 From Rhod Woodhouse to Everyone: Reacted to "The low-stakes natur..." with πŸ‘ 09:39:06 From Suzanne Sheffield to Everyone: Reacted to "The low-stakes natur..." with πŸ‘ 09:39:14 From Lisa Endersby, Teaching Commons (she/her) to Everyone: @clare yes agreed. The vocabulary we use as educational developers can be at odds with expectations/histories of faculty in the classroom who have different ideas of what teaching is or should be. 09:39:47 From Heather McKiggan-Fee (St Andrews) to Everyone: Replying to "Someone asked me rec..." I don't think they are - listening by it's nature is less effortful than reading (unless one makes the effort to pause, ponder, re-wind and re-listen, etc), so it would be easier to inadvertently take a less critical approach to a text. 09:39:48 From Jackie Dohaney to Everyone: For moving students away from passive learning comforts and into active engagement, play is a great way to start introducing more challenging ideas and tasks 09:39:59 From Clare to Everyone: Reacted to "@clare yes agreed. T..." with πŸ‘ 09:39:59 From Fiona Smart to Everyone: Reacted to "For moving students ..." with πŸ‘ 09:40:11 From Tanya Lubicz-Nawrocka to Everyone: Reacted to "For moving students ..." with πŸ‘ 09:40:19 From Angela Rhead (Keele) to Everyone: T 09:40:24 From Cora Chojko-Bolec (she/her) to Everyone: Reacted to "I don't think they a..." with πŸ‘πŸΌ 09:40:25 From Jackie Dohaney to Everyone: Reacted to "Someone asked me rec..." with πŸ€” 09:40:47 From Suzanne Sheffield to Everyone: We need to help students make connections between playful activities and what they are learning - I agree that play for play’s sake is not enough. But I do think it’s worth taking the time to support students to understand the connections. 09:40:57 From Kate Thompson (Dalhousie) She/Her to Everyone: Reacted to "We need to help stud..." with πŸ‘ 09:41:14 From Craig Mc to Everyone: Is the role of play in children and other animals not partly about application and consolidation of information they have already taken in? Maybe we do not play as a way of teaching, but play as a vehicle for application, consolidation and reflection. Part of the mix. 09:41:38 From Angela Rhead (Keele) to Everyone: One of the most common comments I have from academic reading retreats is how much it has impacted participants' writing 09:41:45 From Tanya Lubicz-Nawrocka to Everyone: Reacted to "Is the role of play ..." with πŸ‘ 09:41:50 From Lisa Endersby, Teaching Commons (she/her) to Everyone: Replying to "Is the role of play ..." That feels really important, particularly in using reflection for deeper learning. 09:41:55 From Eleanor Hodgson (she/her) to Everyone: Reacted to "The low-stakes natur..." with πŸ‘ 09:42:11 From Kate Thompson (Dalhousie) She/Her to Everyone: I think I made it through so many years in academia exclusively because I found my academic pursuits fun… when we don’t incorporate a variety of activities that different people find fun, aren’t we just saying we will only accept academics who happen to find reading and writing fun? 09:42:13 From Eleanor Hodgson (she/her) to Everyone: Reacted to "I'm intrigued by the..." with πŸ‘ 09:42:18 From Craig Mc to Everyone: Vocab development also from collaboration and conversation (which play can facilitate), as well as reading 09:43:08 From Eleanor Hodgson (she/her) to Everyone: Reacted to "Is the role of play ..." with ❀️ 09:43:14 From Karen Lochead to Everyone: Reacted to "The low-stakes natur..." with πŸ‘ 09:43:31 From Jackie Dohaney to Everyone: Play allows for that safe experience with disruption, disagreement, etc 09:44:22 From Fiona Smart to Everyone: Replying to "Play allows for that..." … and cheating … I was a whizz at Monopoly!!!! 09:44:31 From Tilda Stickley, University of Nottingham to Everyone: 'Being able to have arguments which aren't serious' - Celia - a great phrase - because for some students academic argumentation can seem aggressive, Westernised (can't recall who wrote about this!) so modelling and allowing arguments which are constructive and encourage participation through play seems very pertinent. 09:44:44 From Clare to Everyone: Is the problem is that the focus is on game playing or that the pressures on academics are increasing in every direction, and that game playing is the area most outside their comfort zones? 09:44:57 From Eleanor Hodgson (she/her) to Everyone: Replying to "Play allows for that..." Cheating - now there's an idea around Chat GPT and academic honesty... 09:45:01 From Jo Peat to Everyone: @Celia - I think you make a very important point about how we may be rooted in an β€˜old’ form of learning. I love text, I love reading, but I look at my son and he learns lots and knows lots but doesn’t read - to my chagrin!!!. He learns through electronic means and it seems to be very effective. It’s not laziness or disaffection: it’s just a different way of learning. 09:45:16 From Kenji Lamb (CDN) to Everyone: Play covers a lot of activity, I'm wondering how Roger grades the various modes of play from the least to most useful in a educational context. Also, a typical criticism of a university education can be a weakness in areas such as teamwork, communication, where elements of play could contribute. Competition is also another area that is downplayed, where play could contribute. 09:45:37 From Tilda Stickley, University of Nottingham to Everyone: Reacted to "Play covers a lot of..." with ❀️ 09:45:58 From Heather McKiggan-Fee (St Andrews) to Everyone: Reacted to "Vocab development al..." with πŸ‘ 09:46:00 From Celia Popovic to Everyone: Reacted to "@Celia - I think you..." with πŸ‘ 09:46:15 From Heather McKiggan-Fee (St Andrews) to Everyone: Reacted to "I think I made it th..." with πŸ‘ 09:46:42 From Kenji Lamb (CDN) to Everyone: @rhod - I'm now completely distracted by your figure collection. 09:46:50 From Celia Popovic to Everyone: Reacted to "@rhod - I'm now comp..." with πŸ˜‚ 09:46:55 From Tian Yan to Everyone: Reacted to "@rhod - I'm now comp..." with πŸ˜‚ 09:47:13 From Jackie Dohaney to Everyone: Here's my friend's Lego maths channel that uses lego and humor to teach maths fundamentals 09:47:14 From Jackie Dohaney to Everyone: https://youtu.be/TeHZUrDyIPo 09:47:31 From Fiona Smart to Everyone: Reacted to "@rhod - I'm now comp..." with πŸ˜‚ 09:48:02 From Tian Yan to Everyone: Reacted to "Here's my friend's L..." with πŸ‘ 09:48:08 From Tian Yan to Everyone: Reacted to "https://youtu.be/TeH..." with πŸ‘ 09:48:15 From Clare to Everyone: Reacted to "https://youtu.be/TeH..." with πŸ‘ 09:48:34 From Karen Lochead to Everyone: Reacted to "'Being able to have ..." with πŸ‘ 09:48:48 From Tilda Stickley, University of Nottingham to Everyone: As Rhod says, I think gamification for praxis is bordering on essential for healthcare/pharmacy/Vet students - you can safely make mistakes in a game rather than with a patient/client. Great section on this by Wilcox, S. (2019) Praxis Games – A Design Philosophy for Mobilizing Knowledge through Play, American Journal of Play. 09:48:50 From Kenji Lamb (CDN) to Everyone: Replying to "https://youtu.be/TeH..." That's a nice use of stop-motion with lego, but not sure if it falls under the category of 'play' as such. 09:48:53 From Cora Chojko-Bolec (she/her) to Everyone: I think a key point has been raised in that students may likely not recognize play as learning, or be able to articulate what they’ve learned. Supporting metacognition in students is overlooked in the focus on grades in HE; asking students to reflect on their learning to build the capacity to recognize the skills they are acquiring, and how what they do when playing, is transferrable into other areas of their education (and life skills!) 09:48:59 From Jackie Dohaney to Everyone: Reacted to "As Rhod says, I thin..." with πŸ‘ 09:49:13 From Tanya Lubicz-Nawrocka to Everyone: Reacted to "As Rhod says, I thin..." with πŸ‘ 09:50:18 From Jo Peat to Everyone: Reacted to "As Rhod says, I thin..." with πŸ‘ 09:50:42 From Karen Lochead to Everyone: Reacted to "Play covers a lot of..." with πŸ‘ 09:50:48 From Jo Peat to Everyone: Reacted to "I think a key point ..." with πŸ‘ 09:51:17 From Jackie Dohaney to Everyone: Replying to "https://youtu.be/TeH..." She has it as imaginary and humor based, so I think that students are able to use their imagination and work through the maths in a playful way 09:51:36 From Tilda Stickley, University of Nottingham to Everyone: Replying to "I think a key point ..." Yes, I've found a game in a seminar room can fall entirely flat if there is no preface of 'why are you doing this?'... and after the game too... 09:51:52 From Fiona Smart to Everyone: Replying to "I think a key point ..." πŸ‘ 09:51:54 From Suzanne Sheffield to Everyone: Reacted to "I think a key point ..." with πŸ‘ 09:52:05 From Celia Popovic to Everyone: Reacted to "Yes, I've found a ga..." with πŸ‘ 09:52:33 From Heather McKiggan-Fee (St Andrews) to Everyone: Replying to "@Celia - I think you..." @Jo, ditto - when my 12 year old is playing computer games on the laptop he always has YouTube on the TV - listening to podcasts on history and geography. He knows far more about those subjects than I do! 09:52:45 From Jo Peat to Everyone: Reacted to "@Jo, ditto - when my..." with πŸ‘ 09:53:25 From Ellie Cook to Everyone: University is very expensive for the vast majority of students and it will leave them with life long debt. They are the consumers - sometimes you do have to do what the consumer wants, and that isn't playing all the time, or reading all the time, it is a mixture! 09:53:29 From Suzanne Sheffield to Everyone: Replying to "@Celia - I think you..." Yes, my boys have long watched tube videos for information rather than reading books - they seem to retain what they have learned and enjoy recounting it to me and discussing it 09:53:42 From Karen Lochead to Everyone: Replying to "I think a key point ..." I’d go as far as to say that many if not most students would be hard pressed to identify most of the skills they’re learning when completing an essay, a lab report, etc. We (instructors) know how much knowledge and skill building goes into these sorts of assignments/activities but our students don’t necessarily 09:53:59 From Cora Chojko-Bolec (she/her) to Everyone: Reacted to "Yes, I've found a ga..." with πŸ‘πŸΌ 09:54:09 From Ellie Cook to Everyone: Reacted to "I’d go as far as to ..." with πŸ‘ 09:54:20 From Fiona Smart to Everyone: Replying to "I think a key point ..." πŸ‘ 09:54:34 From Cora Chojko-Bolec (she/her) to Everyone: Reacted to "I’d go as far as to ..." with πŸ‘ 09:54:40 From Suzanne Sheffield to Everyone: Replying to "@Celia - I think you..." But I do wish they read books more too - they long liked to listen to us read books to them rather than reading themselves - what are they missing with that? 09:55:57 From Anne-Marie Greenhill to Everyone: Replying to "Someone asked me rec..." Heather, interesting thought. I wonder if this is something we need to take into consideration more for students who have a disability that means, for them, listening is 'reading'? 09:57:00 From Heather McKiggan-Fee (St Andrews) to Everyone: Reacted to "Yes, my boys have lo..." with πŸ‘ 09:58:05 From Heather McKiggan-Fee (St Andrews) to Everyone: Replying to "@Celia - I think you..." Snap! I read to the boys when they were younger, but only the eldest picked up the same love of reading I had as a child. But as I said, he doesn't actually read novels - he listens to them! 09:58:05 From Fiona Smart to Everyone: Fab job, Roger. Just what we needed.!!!! 09:58:38 From Cora Chojko-Bolec (she/her) to Everyone: Sorry, it was just a thumbs-up in agreement with Karen's sentiments! 09:58:49 From Clare to Everyone: Really enjoyable format, thank you 09:59:04 From Fiona Smart to Everyone: Exactly, Roger. 09:59:10 From Suzanne Sheffield to Everyone: Thanks Roger! It was provocative! 09:59:10 From Jackie Dohaney to Everyone: I think there is really something there about the time commitment/ investment of resources to build playful pedagogies 09:59:18 From Karen Lochead to Everyone: Well done Roger! 09:59:20 From Tilda Stickley, University of Nottingham to Everyone: Brilliant provocation, may there be many more! 09:59:20 From Jackie Dohaney to Everyone: It's a big decision 09:59:22 From Cora Chojko-Bolec (she/her) to Everyone: Wonderfully provoking conversation, thank you Roger! 09:59:27 From Lisa Endersby, Teaching Commons (she/her) to Everyone: I need to run to another meeting. Thank you for such an intriguing discussion today! 09:59:29 From Heather McKiggan-Fee (St Andrews) to Everyone: Reacted to "I think a key point ..." with πŸ‘ 09:59:38 From Angela Rhead (Keele) to Everyone: Gotta go! Thanks everyone 😊 09:59:42 From Fiona Smart to Everyone: Anyone for the next Speakeasy - topic your choice. Sept?? 09:59:44 From Jo Peat to Everyone: Thank you so much! A great session! 09:59:59 From Tanya Lubicz-Nawrocka to Everyone: Great session - thank you! 10:00:02 From Craig Mc to Everyone: Reacted to "That feels really im..." with πŸ‘ 10:00:04 From Eleanor Hodgson (she/her) to Everyone: This has been fantastic - thank you for such a great, playful provocation!! 10:00:37 From Kate Thompson (Dalhousie) She/Her to Everyone: This was fun! ;) Thanks 10:00:43 From Tian Yan to Everyone: Thank you very much, appreciated this session! 10:00:46 From Nuria to Everyone: Thank you so much. 10:01:23 From Heather McKiggan-Fee (St Andrews) to Everyone: Replying to "Someone asked me rec..." I think we just need to make clear to students what is expected - the "criticality" we so value, but which might not be obvious to the students. 10:01:24 From Jackie Dohaney to Everyone: Thanks to the organisers! Thanks again! 10:01:34 From Heather McKiggan-Fee (St Andrews) to Everyone: Brilliant, thank you!